An Exploration of the Existence, Value and Importance of Creativity Education

Hyunjung Cho, Cynthia Lee Pemberton, Beverly Ray


This study employed purposive sampling across 20 SE Idaho schools to explore PK-3 educators’ perceptions regarding the existence, value and importance of creativity education in the early childhood education setting (PK-3). A survey instrument and semi-structured interview protocol were developed for use. Surveys were distributed by mail and through on-site meetings, Interviews were conducted in one-on-one settings. Seventy-three PK-3 educators were surveyed and eight took part in the interviews. The findings indicated that while PK-3 educators valued the concept of creativity, there was a discrepancy between teachers’ claims of valuing creativity and the realities of their classrooms. Barriers to increasing creativity education were identified as a lack of educators’ understanding of creativity, children’s freedom of expression, curricular restrictions, and the high-stake testing environment. Needed supports included loosening regulations associated with standardized tests, more curricular flexibility and space for free-play activities, and a clearer, shared understanding of creativity.


: creativity, supports, barriers, early childhood teacher education, preservice education, standardized testing

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