Children’s Poem Writing (CPW) for Learning about Children’s Poetry and Developing Creativity and Imagination

By Ching-Huang Wang, John Armstrong and Tian-You Wu.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

The purpose of this article is to consider the responses of Taiwanese night-school undergraduates to an assignment of Children’s Poem Writing (CPW), whilst taking into account the assignment’s effects upon creativity, imagination and the students’ understanding of children’s poems in English. The research question is: How did the night-school students relate the CPW assignment to learning about children’s poetry and the development of their own creativity and imagination? The sources of data included teaching materials (e.g., a textbook and sample children’s poems), a 6-point-scaled evaluation questionnaire with a box for free comments, the instructor’s journals, the students’ children’s poems, and the students’ final papers. The results of the study indicated that the night-school Taiwanese undergraduates tended to believe the CPW assignment helped them learn about children’s poetry (M= 5.23) and develop their creativity (M= 4.91) and imagination (M= 5.14), which were supported by the qualitative data. In the current paper, several children’s poems created by the participating students are shown for evidence and discussion. It is hoped that the findings of this study may prompt interested teachers to incorporate such a CPW into their own classes and entice interested researchers to conduct similar or further studies to contribute to the fields of course assignment and critical literacy.

Keywords: Children’s Poem Writing (CPW), Children’s Poetry, Creativity, Imagination

The International Journal of Learning, Volume 18, Issue 4, pp.29-48. Article: Print (Spiral Bound). Article: Electronic (PDF File; 3.151MB).

Prof. Ching-Huang Wang

Associate Professor & Chair, Department of Applied Foreign Languages, National Formosa University, Yun-lin, Taiwan

Ching-huang Wang, Associate Professor and Chair in the Department of Applied Foreign Languages at National Formosa University, Taiwan, is mainly engaged in research in TESOL, bibliotherapy, identity, critical literacy, and syllabus design.

Dr. John Armstrong

Assistant Professor, Applied Foreign Languages, National Formosa University, Taiwan

Tian-You Wu

Research Assistant, Applied Foreign Languages, National Formosa University, Taiwan


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