Dreams and fears in the process of creative thinking in children from areas affected by the armed conflict in Colombia

The development of creativity and creative thinking in early school-age children is a strategy to foster future capabilities for innovation and change. It is also a strategy to instill resilience in these children, enabling them to face the challenges posed by the various environments that surround...

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Autores:
Bermeo, Helga Patricia
González, Luz E.
Salazar-Camacho, Natalia
Perdomo-Pérez, Mónica
Tipo de recurso:
Article of investigation
Fecha de publicación:
2024
Institución:
Universidad de Ibagué
Repositorio:
Repositorio Universidad de Ibagué
Idioma:
eng
OAI Identifier:
oai:repositorio.unibague.edu.co:20.500.12313/5841
Acceso en línea:
https://hdl.handle.net/20.500.12313/5841
https://sciencedirect.unibague.elogim.com/science/article/pii/S2666374024000633
Palabra clave:
Conflicto armado - Niños - Colombia
Conflicto armado - Colombia
Armed conflict
Children
Creativity
Education
Narrative analysis
Rights
openAccess
License
© 2024 The Author(s)
id UNIBAGUE2_8ec8f5e374ec322ce0f674a14c0ffb80
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network_name_str Repositorio Universidad de Ibagué
repository_id_str
dc.title.eng.fl_str_mv Dreams and fears in the process of creative thinking in children from areas affected by the armed conflict in Colombia
title Dreams and fears in the process of creative thinking in children from areas affected by the armed conflict in Colombia
spellingShingle Dreams and fears in the process of creative thinking in children from areas affected by the armed conflict in Colombia
Conflicto armado - Niños - Colombia
Conflicto armado - Colombia
Armed conflict
Children
Creativity
Education
Narrative analysis
title_short Dreams and fears in the process of creative thinking in children from areas affected by the armed conflict in Colombia
title_full Dreams and fears in the process of creative thinking in children from areas affected by the armed conflict in Colombia
title_fullStr Dreams and fears in the process of creative thinking in children from areas affected by the armed conflict in Colombia
title_full_unstemmed Dreams and fears in the process of creative thinking in children from areas affected by the armed conflict in Colombia
title_sort Dreams and fears in the process of creative thinking in children from areas affected by the armed conflict in Colombia
dc.creator.fl_str_mv Bermeo, Helga Patricia
González, Luz E.
Salazar-Camacho, Natalia
Perdomo-Pérez, Mónica
dc.contributor.author.none.fl_str_mv Bermeo, Helga Patricia
González, Luz E.
Salazar-Camacho, Natalia
Perdomo-Pérez, Mónica
dc.subject.armarc.none.fl_str_mv Conflicto armado - Niños - Colombia
Conflicto armado - Colombia
topic Conflicto armado - Niños - Colombia
Conflicto armado - Colombia
Armed conflict
Children
Creativity
Education
Narrative analysis
dc.subject.proposal.eng.fl_str_mv Armed conflict
Children
Creativity
Education
Narrative analysis
description The development of creativity and creative thinking in early school-age children is a strategy to foster future capabilities for innovation and change. It is also a strategy to instill resilience in these children, enabling them to face the challenges posed by the various environments that surround teaching and learning processes. This article analyzes the dreams and fears expressed by children from educational institutions located in municipalities affected by the armed conflict in Colombia, within the framework of a route designed to develop creativity and innovative thinking. A qualitative narrative analysis methodology was used to characterize and analyze the narratives of 68 co-creativity teams, involving 408 children. The results show that the narratives are influenced not only by the context in which the children live but also by the consequences of the armed conflict in the areas where the schools are located. The findings suggest that educational strategies like the one studied must incorporate elements that allow for adaptation to the context from the design stage, with a differential approach, to generate the expected positive effects in the territories where they are implemented.
publishDate 2024
dc.date.issued.none.fl_str_mv 2024-12
dc.date.accessioned.none.fl_str_mv 2025-10-28T20:38:54Z
dc.date.available.none.fl_str_mv 2025-10-28T20:38:54Z
dc.type.none.fl_str_mv Artículo de revista
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dc.identifier.citation.none.fl_str_mv Bermeo-Andrade, H., González, L., Salazar-Camacho, N. y Perdomo-Pérez, M. (2024). Dreams and fears in the process of creative thinking in children from areas affected by the armed conflict in Colombia. International Journal of Educational Research Open, 7. DOI: 10.1016/j.ijedro.2024.100381
dc.identifier.doi.none.fl_str_mv 10.1016/j.ijedro.2024.100381
dc.identifier.issn.none.fl_str_mv 26663740
dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/20.500.12313/5841
dc.identifier.url.none.fl_str_mv https://sciencedirect.unibague.elogim.com/science/article/pii/S2666374024000633
identifier_str_mv Bermeo-Andrade, H., González, L., Salazar-Camacho, N. y Perdomo-Pérez, M. (2024). Dreams and fears in the process of creative thinking in children from areas affected by the armed conflict in Colombia. International Journal of Educational Research Open, 7. DOI: 10.1016/j.ijedro.2024.100381
10.1016/j.ijedro.2024.100381
26663740
url https://hdl.handle.net/20.500.12313/5841
https://sciencedirect.unibague.elogim.com/science/article/pii/S2666374024000633
dc.language.iso.none.fl_str_mv eng
language eng
dc.relation.citationvolume.none.fl_str_mv 7
dc.relation.ispartofjournal.none.fl_str_mv International Journal of Educational Research Open
dc.relation.references.none.fl_str_mv Ahn, J., & Filipenko, M. (2007). Narrative, imaginary play, art, and self: Intersecting worlds. Early Childhood Education Journal, 34(4), 279–289. https://doi.org/10.1007/ s10643-006-0137-4
Alvaran, ´ S., Carrero, C., Castellanos, H., & Pinilla, H. (2019). Resiliencia infantil y pensamiento multidimensional como factor de transformacion ´ social. Praxis & Saber, 10(23), 139–156. https://doi.org/10.19053/22160159.V10.N23.2019.9727
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Assefa, Y., Tilwani, S. A., & Moges, B. T. (2023). The impact of armed violence on educational institutions, students’ educational attainment and the role of actors in governance of the education process. Cogent Education, 10(1), Article 2189503. https://doi.org/10.1080/2331186X.2023.2189503
Ayudhia, D. K., Wardhani, J. D., Sholikhah, N., & Pramono, E. (2023). Enhancement of Early Childhood 4C Skills with TAMAITO-Peaceful Love and Tolerance Smart Card.
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Betancourt, T. S., & Khan, K. T. (2008). The mental health of children affected by armed conflict: Protective processes and pathways to resilience. International Review of Psychiatry, 20(3), 317–328. https://doi.org/10.1080/09540260802090363
Bosqui, T., & Marshoud, B. (2018). Mechanisms of change for interventions aimed at improving the wellbeing, mental health and resilience of children and adolescents affected by war and armed conflict: a systematic review of reviews. Conflict and Health, 12(1). https://doi.org/10.1186/S13031-018-0153-1
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spelling Bermeo, Helga Patricia16c0f2dc-ad5d-4dad-af71-3f9e941158e6600González, Luz E.250c4c70-d898-4764-a3db-f406da3b0f96-1Salazar-Camacho, Nataliafd7c28f0-484f-4ea3-b34d-c7f3f67a06a3-1Perdomo-Pérez, Mónicab068d6d4-8136-41b1-8dd1-661d36ab7c77-12025-10-28T20:38:54Z2025-10-28T20:38:54Z2024-12The development of creativity and creative thinking in early school-age children is a strategy to foster future capabilities for innovation and change. It is also a strategy to instill resilience in these children, enabling them to face the challenges posed by the various environments that surround teaching and learning processes. This article analyzes the dreams and fears expressed by children from educational institutions located in municipalities affected by the armed conflict in Colombia, within the framework of a route designed to develop creativity and innovative thinking. A qualitative narrative analysis methodology was used to characterize and analyze the narratives of 68 co-creativity teams, involving 408 children. The results show that the narratives are influenced not only by the context in which the children live but also by the consequences of the armed conflict in the areas where the schools are located. The findings suggest that educational strategies like the one studied must incorporate elements that allow for adaptation to the context from the design stage, with a differential approach, to generate the expected positive effects in the territories where they are implemented.application/pdfBermeo-Andrade, H., González, L., Salazar-Camacho, N. y Perdomo-Pérez, M. (2024). Dreams and fears in the process of creative thinking in children from areas affected by the armed conflict in Colombia. International Journal of Educational Research Open, 7. DOI: 10.1016/j.ijedro.2024.10038110.1016/j.ijedro.2024.10038126663740https://hdl.handle.net/20.500.12313/5841https://sciencedirect.unibague.elogim.com/science/article/pii/S2666374024000633engElsevier LtdReino Unido7International Journal of Educational Research OpenAhn, J., & Filipenko, M. (2007). Narrative, imaginary play, art, and self: Intersecting worlds. Early Childhood Education Journal, 34(4), 279–289. https://doi.org/10.1007/ s10643-006-0137-4Alvaran, ´ S., Carrero, C., Castellanos, H., & Pinilla, H. (2019). Resiliencia infantil y pensamiento multidimensional como factor de transformacion ´ social. Praxis & Saber, 10(23), 139–156. https://doi.org/10.19053/22160159.V10.N23.2019.9727Amabile, T. M. (1983). The Social Psychology of Creativity. New York: Springer. https:// doi.org/10.1007/978-1-4612-5533-8Assefa, Y., Tilwani, S. A., & Moges, B. T. (2023). The impact of armed violence on educational institutions, students’ educational attainment and the role of actors in governance of the education process. Cogent Education, 10(1), Article 2189503. https://doi.org/10.1080/2331186X.2023.2189503Ayudhia, D. K., Wardhani, J. D., Sholikhah, N., & Pramono, E. (2023). Enhancement of Early Childhood 4C Skills with TAMAITO-Peaceful Love and Tolerance Smart Card.In International Conference on Learning and Advanced Education - ICOLAE 2022 (pp. 527–541). Atlantis Press. https://doi.org/10.2991/978-2-38476-086-2_44Barrag´ an, M. (2020). Desarrollo de habilidades de pensamiento crítico en ninos, ˜ y adolescentes entre los 10 y 14 anos ˜ de edad: una intervenci´ on, desde teatro al derecho en Sincelejo, Sucre. Universidad de Antioquia [Tesis de maestría] https://bibliotec adigital.udea.edu.co/handle/10495/156Betancourt, T. S., & Khan, K. T. (2008). The mental health of children affected by armed conflict: Protective processes and pathways to resilience. International Review of Psychiatry, 20(3), 317–328. https://doi.org/10.1080/09540260802090363Bosqui, T., & Marshoud, B. (2018). Mechanisms of change for interventions aimed at improving the wellbeing, mental health and resilience of children and adolescents affected by war and armed conflict: a systematic review of reviews. Conflict and Health, 12(1). https://doi.org/10.1186/S13031-018-0153-1Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Harvard University Press. https://doi.org/10.2307/J.CTV26071R6Buheji, M., & Buheji, B. (2024). Mitigating risks of slow children development due to war on Gaza 2023. International Journal of Psychology and Behavioral Sciences, 14(1), 11–21. https://doi.org/10.5923/j.ijpbs.20241401.02Buser, M., Br¨ annlund, E., Holt, N. J., Leeson, L., & Mytton, J. (2023). 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Thinking Skills and Creativity, 39. https://doi.org/10.1016/J.TSC.2021.100795© 2024 The Author(s)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)https://creativecommons.org/licenses/by-nc-nd/4.0/Conflicto armado - Niños - ColombiaConflicto armado - ColombiaArmed conflictChildrenCreativityEducationNarrative analysisDreams and fears in the process of creative thinking in children from areas affected by the armed conflict in ColombiaArtículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Textinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPublicationLICENSElicense.txtlicense.txttext/plain; charset=utf-8134https://repositorio.unibague.edu.co/bitstreams/cfbec7e4-da5b-47e7-83ea-ec1a6beb617a/download2fa3e590786b9c0f3ceba1b9656b7ac3MD51ORIGINALArtículo.pdfArtículo.pdfapplication/pdf264550https://repositorio.unibague.edu.co/bitstreams/5f915d5d-eb33-4037-a0d7-97a736fcaa0a/download1cb2d7e277fa8e28b6c348e3524bdd6eMD52TEXTArtículo.pdf.txtArtículo.pdf.txtExtracted texttext/plain5039https://repositorio.unibague.edu.co/bitstreams/85e060e2-9ef4-4786-b30e-198af52d37c4/download13a29cfb70137582c039e4a0f26a6005MD53THUMBNAILArtículo.pdf.jpgArtículo.pdf.jpgIM Thumbnailimage/jpeg29616https://repositorio.unibague.edu.co/bitstreams/d274e017-c8fb-4a7f-b25b-230ad92a445f/downloadf5482f57271b1ed8ca89056e3330b1bdMD5420.500.12313/5841oai:repositorio.unibague.edu.co:20.500.12313/58412025-10-29 03:02:16.099https://creativecommons.org/licenses/by-nc-nd/4.0/© 2024 The Author(s)https://repositorio.unibague.edu.coRepositorio Institucional Universidad de Ibaguébdigital@metabiblioteca.comQ3JlYXRpdmUgQ29tbW9ucyBBdHRyaWJ1dGlvbi1Ob25Db21tZXJjaWFsLU5vRGVyaXZhdGl2ZXMgNC4wIEludGVybmF0aW9uYWwgTGljZW5zZQ0KaHR0cHM6Ly9jcmVhdGl2ZWNvbW1vbnMub3JnL2xpY2Vuc2VzL2J5LW5jLW5kLzQuMC8=

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