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

Hyunjung Cho, Cynthia Lee Pemberton, Beverly Ray

Abstract


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.


Keywords


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

Full Text:

PDF

Comments on this article

View all comments


Contact CIE at cie@asu.edu
Mary Lou Fulton Teachers College
Arizon State University

SCImago Journal & Country Rank