imagination and creativity in education

December 28, 2016

How Can Education Foster Imagination and Creativity?

Insights about how to cultivate imagination from an all-star cast of educators

By Scott Barry Kaufman

Jamarcus Brown  Unsplash

This article was published in Scientific American’s former blog network and reflects the views of the author, not necessarily those of Scientific American

What is the role of imagination in education, and how can education foster imagination and creativity? What is the purpose of education? What is the purpose of a teacher? What are the active ingredients of effective learning? Given educators’ penchant for measurement, how might imagination and creativity be assessed in students and in teachers?

These were the sort of questions discussed by a group of leading educators, psychologists, designers, and entrepreneurs that convened earlier this year in Philadelphia. Goals of the weekend included discussing and advancing our knowledge of what role imagination plays in learning, how schools can plant and nurture imagination in children, and what the perfect vision of an imaginative education might look like, both in theory and reality. 

Participants in the retreat included:

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Kanya Balakrishna Cofounder & President, The Future Project, NYC

Angela Duckworth Cofounder, Character Lab; Professor of Psychology, Penn

Mark Gutkowski Director of Mastery, Avenues: The World School, NYC

Stephen Hamilton Dean of the Graduate School of Education, High Tech High

Scott Barry Kaufman Scientific Director, Imagination Institute

Donald Kamentz Executive Director, Character Lab

Jessica Lahey Journalist/Author/Teacher

Andrew Mangino Cofounder & CEO, The Future Project, NYC

Rebecca Nyquist Research Coordinator, Duckworth Lab, Positive Psychology Center, Penn

Dominic Randolph Head of School, Riverdale Country School, NYC

Martin Seligman Director, Positive Psychology Center, Penn

Neil Stevenson Executive Portfolio Director, IDEO

Diane Tavenner Founder & CEO, Summit Public Schools 

Boyd White Assistant Director, Summer Academic Programs, Center for Talented Youth 

Credit: Scott Barry Kaufman

So what happens when you get the equivalent of the starting line of the LA Lakers in the education world together for two days to discuss some of the most important questions surrounding the nurturance of possibilities in children? After an entire weekend of circling around the topic of imagination and creativity,the one thing that everyone could agree on is that there is no simple formula or magic ingredient, no one thing that fosters creativity in education. Nevertheless, schools can make a number of changes to their culture to increase the chances that a creativity weather system might form, a system that might just coalesce into a perfect storm, causing creativity to rain down.

Among the various factors discussed were:

Intelligence

Personal investment

Inspiration

Imagination

Comfort with frustration

Acceptance of discomfort

Opportunity 

If we were to define imagination in terms of education, based on our discussion over the weekend, imagination-- this critical piece of learning, passion, and agency-- is best defined as what allows students to know what could be, to have hope, and to find ways to turn that hope into reality.

We hope the fruits of this retreat inspires educators, administrators, and parents to put imagination and creativity front and center on the agenda! As you can clearly see through these discussions, creativity is not an add-on, or an enhancement once the student acquires knowledge. It's what enables deep learning, and the proliferation of a more peaceful world.

You can download the full report here .* Also, here are some highlights:

* Thanks for Jessica Lahey for preparing the report!

Understanding Creativity

• Posted June 25, 2020
• By Emily Boudreau

Understanding the learning that happens with creative work can often be elusive in any K–12 subject. A new study from Harvard Graduate School of Education Associate Professor Karen Brennan , and researchers Paulina Haduong and Emily Veno, compiles case studies, interviews, and assessment artifacts from 80 computer science teachers across the K–12 space. These data shed new light on how teachers tackle this challenge in an emerging subject area.

“A common refrain we were hearing from teachers was, ‘We’re really excited about doing creative work in the classroom but we’re uncertain about how to assess what kids are learning, and that makes it hard for us to do what we want to do,’” Brennan says. “We wanted to learn from teachers who are supporting and assessing creativity in the classroom, and amplify their work, and celebrate it and show what’s possible as a way of helping other teachers.”

Create a culture that values meaningful assessment for learning — not just grades

As many schools and districts decided to suspend letter grades during the pandemic, teachers need to help students find intrinsic motivation. “It’s a great moment to ask, ‘What would assessment look like without a focus on grades and competition?’” says Veno.

Indeed, the practice of fostering a classroom culture that celebrates student voice, creativity, and exploration isn’t limited to computer science. The practice of being a creative agent in the world extends through all subject areas.

The research team suggests the following principles from computer science classrooms may help shape assessment culture across grade levels and subject areas.

Solicit different kinds of feedback

Give students the time and space to receive and incorporate feedback. “One thing that’s been highlighted in assessment work is that it is not about the teacher talking to a student in a vacuum,” says Haduong, noting that hearing from peers and outside audience members can help students find meaning and direction as they move forward with their projects.

• Feedback rubrics help students receive targeted feedback from audience members. Additionally, looking at the rubrics can help the teacher gather data on student work.

Emphasize the process for teachers and students

Finding the appropriate rubric or creating effective project scaffolding is a journey. Indeed, according to Haduong, “we found that many educators had a deep commitment to iteration in their own work.” Successful assessment practices conveyed that spirit to students.

• Keeping design journals can help students see their work as it progresses and provides documentation for teachers on the student’s process.
• Consider the message sent by the form and aesthetics of rubrics. One educator decided to use a handwritten assessment to convey that teachers, too, are working on refining their practice.

Scaffold independence

Students need to be able to take ownership of their learning as virtual learning lessens teacher oversight. Students need to look at their own work critically and know when they’ve done their best. Teachers need to guide students in this process and provide scaffolded opportunities for reflection.

• Have students design their own assessment rubric. Students then develop their own continuum to help independently set expectations for themselves and their work.

Key Takeaways

• Assessment shouldn’t be limited to the grade a student receives at the end of the semester or a final exam. Rather, it should be part of the classroom culture and it should be continuous, with an emphasis on using assessment not for accountability or extrinsic motivation, but to support student learning.
• Teachers can help learners see that learning and teaching are iterative processes by being more transparent about their own efforts to reflect and iterate on their practices.
• Teachers should scaffold opportunities for students to evaluate their own work and develop independence.

Additional Resources

• Creative Computing curriculum and projects
• Karen Brennan on helping kids get “unstuck”
• Usable Knowledge on how assessment can help continue the learning process

Usable Knowledge

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In This Article Expand or collapse the "in this article" section Young Children’s Imagination

Introduction, the intertwining of imagination and creativity: a symbiotic relationship.

• Children and Imagination
• Teacher Education: Strategies, Lessons, and Practice
• Kieran Egan and the Theory of Imaginative Education
• Imaginative Education Publications

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Young Children’s Imagination by Kym Stewart , Annabella Cant LAST MODIFIED: 25 September 2019 DOI: 10.1093/obo/9780199791231-0222

The following bibliography offers readers a glimpse into the breadth of research on young children and imagination and its impact on culture, research, and education practice. The writings are organized into seven sections: the Intertwining of Imagination and Creativity: A Symbiotic Relationship , Children and Imagination , Teacher Education: Strategies, Lessons, and Practice , Kieran Egan and the Theory of Imaginative Education , Imaginative Education Publications , Journals , and Handbooks . In many disciplines, the ideas of imagination and creativity have been conflated. This bibliography offers some key readings to help distinguish these two terms, while also confirming their interconnectedness. This complexity of definitions and usage of terms is more fully explored in the next section, which presents a variety of research projects looking closely at the role of imagination in early learning, play, and creative endeavors. The importance of imagination for young children’s development is further explored in the teacher-training section, where scholars, researchers, and educators share practical and theoretical suggestion for in-service teachers and current practicing teachers. This focus on education is deepened in the following two sections, focusing on a particular educational philosopher, Kieran Egan, and his educational theory, Imaginative Education—one of the most well-known educational theories. Following the major works about the theory of Imaginative Education written by its designer and creator, Kieran Egan, the bibliography collates articles that directly engage with the theory, in practical and theoretical settings, from early childhood to postsecondary education. Finally, the last two sections offer the reader a list of journals and handbooks about children’s thinking, education, and imagination.

The concepts of imagination and creativity have often been used interchangeably in pedagogical, psychological, and philosophical literature. The following readings were selected to highlight the differentiation of these two concepts, as well as the role of these concepts within the educational context. Most of the readings focus on children’s early learning; however, the pivotal importance that creativity and imagination play in learning can be seen at all levels of education. Although these two concepts are distinct, they are also carefully interrelated. For example, in Tsai 2012 and Egan, et al. 2015 we see how the imagination is depicted as being part of the creative process. The entanglements between the two concepts are also represented in the studies Finke 1996 and Pendleton-Jullian and Brown 2016 . This interrelation is examined via the activity of play in Aljarrah 2017 ; Holmes, et al. 2019 ; and Nilsson, et al. 2018 as an integral part of learning and a context for imaginative thinking—and thus creativity. Dillon 2018 offers a practical example of children’s creativity at play, and Paul and Kaufman 2017 takes a philosophical approach to the two concepts. The overall message of the readings in this section is that both imagination and creativity must be part of curricula, and playful learning is legitimate at all levels of education.

Aljarrah, Ayman. “Play as a Manifestation of Children’s Imagination and Creativity.” Journal for the Education of Gifted Young Scientists 5.1 (2017): 25–38.

DOI: 10.17478/jegys.2017.52

This article, along with a literature review, focuses on the value of play in teaching and learning. The author emphasizes the fact that play is a clear trigger for the manifestation and nurturing of imagination and creativity. This paper also engages with the interrelatedness of creativity, imagination, and play.

Dillon, Anna. “Finding Innovation and Imagination in a Bag of Loose Parts.” Childhood Education 94.1 (2018): 62–65.

DOI: 10.1080/00094056.2018.1420369

This short article describes a few moments in time when children engage with a bag of “loose parts.” The author suggests that simple items can stimulate children’s imagination, innovative thinking, and the desire to explore and discover.

Egan, Kieran, Gillian Judson, and Krystina Madej. Engaging Imagination and Developing Creativity in Education . Newcastle upon Tyne, UK: Cambridge Scholars, 2015.

The book demonstrates, through a number of invited chapters, that imagination is a vital part of creativity. The authors note the discrepancy between the world of today, which is in need of creative innovation, and schooling systems that do not offer imagination an honorable place in the curriculum.

Finke, Ronald A. “Imagery, Creativity, and Emergent Structure.” Consciousness and Cognition 5.3 (1996): 381–393.

DOI: 10.1006/ccog.1996.0024

The article begins with a short literature review on creative thinking and imagination studies, continuing with an analysis of the distinctions and correlations between aspects of controlled creative imagery and aspects of it when this control is not present—a process that creates unanticipated structures in imagined forms.

Gaut, Berys Nigel, and Paisley Livingston, eds. The Creation of Art: New Essays in Philosophical Aesthetics . Cambridge, UK: Cambridge University Press, 2007.

This book describes the links between imagination and creativity by describing each in detail. The authors—a group of distinguished thinkers—consider the analysis of imagination as a more difficult process due to its slipperiness. A relevant distinction is made between imagination and imaginings.

Holmes, Robyn M., Brianna Gardner, Kristen Kohm, et al. “The Relationship between Young Children’s Language Abilities, Creativity, Play, and Storytelling.” Early Child Development and Care 189.2 (2019): 244–254.

DOI: 10.1080/03004430.2017.1314274

This study investigates the relationship between children’s social play, storytelling, language abilities, and imagination. The results show a positive relationship between play and creativity, storytelling and language abilities, and language and creativity.

Nilsson, Monica, Beth Ferholt, and Robert Lecusay. “‘The Playing-Exploring Child’: Reconceptualizing the Relationship between Play and Learning in Early Childhood Education.” Contemporary Issues in Early Childhood 19.3 (2018): 231–245.

DOI: 10.1177/1463949117710800

This article problematizes the dichotomy between play and learning through a reconceptualization of early childhood education as not an informal process but an outcome of play and exploration. The authors drive the arguments back to Vygotsky’s theory on play, imagination, realistic thinking, and creativity.

Paul, Elliot Samuel, and Scott Barry Kaufman. The Philosophy of Creativity: New Essays . New York: Oxford University Press, 2017.

The essays in the book bring to the surface some straightforward questions about the role of creativity and imagination in life. The philosophical lens allows the reader to get a new kind of perspective on this discussion.

Pendleton-Jullian, Ann M., and John Seely Brown. Pragmatic Imagination: Single from Design Unbound . San Francisco: Blurb, 2016.

The small book unpacks aspects of a pragmatic and productive imagination that should be part of the agency of all humans. In the view of the authors, the entanglement of imagination and action marks one of the delimitations between creativity and imagination.

Tsai, Kuan Chen. “ Play, Imagination, and Creativity: A Brief Literature Review .” Journal of Education and Learning 1.2 (2012).

DOI: 10.5539/jel.v1n2p15

The review engages with the concepts of play, imagination, and creativity, with the purpose of demonstrating their pivotal role in learning for students. Creativity is depicted as a result of an active imagination.

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Unlocking the Power of Imagination: A Guide to Creativity and Innovation in Education

The power of imagination in education.

In the realm of education, imagination plays a vital role in fostering creativity and innovation. By harnessing the power of imagination, students can explore new ideas, think critically, and approach learning in a dynamic and engaging way. Let’s delve into why imagination matters in education and how creativity and innovation enhance the learning experience.

Why Imagination Matters in Education

Imagination is the driving force behind creativity and innovation. It allows students to envision possibilities beyond what is currently known or understood. When students engage their imaginations, they are better equipped to think outside the box, solve complex problems, and develop unique perspectives. Imagination encourages curiosity and exploration, igniting a passion for learning and inspiring students to pursue their interests.

By incorporating imagination into the learning process, education becomes more dynamic and interactive. Students are encouraged to ask questions, challenge assumptions, and connect concepts across various subjects. Imagination provides a fertile ground for cultivating critical thinking skills, encouraging students to analyze, evaluate, and synthesize information in new and innovative ways. To explore the connection between creativity and problem-solving, check out our article on creativity and problem-solving .

How Creativity and Innovation Enhance Learning

Creativity and innovation are catalysts for transforming traditional education into a dynamic and engaging experience. When students are encouraged to think creatively, they become active participants in their learning journey. By embracing their imagination, they develop a deeper understanding of concepts, applying them in novel and meaningful ways.

Creativity and innovation foster a sense of ownership and autonomy in students. They become creators, problem-solvers, and innovators, rather than passive recipients of information. This active engagement enhances motivation and enthusiasm for learning, leading to increased academic achievement and a lifelong love of learning. To learn more about the impact of creativity on motivation, explore our article on creativity and motivation .

Furthermore, creativity and innovation nurture important skills for the 21st century. By encouraging students to think creatively, they develop adaptability, resilience, and the ability to embrace change. These skills are essential in a rapidly evolving world, where new challenges and opportunities arise regularly. To understand the connection between creativity and cognitive development, read our article on creativity and cognitive development .

Integrating creativity and imagination into education not only enhances the learning process but also prepares students for the future. It equips them with the necessary tools to tackle complex problems, contribute to society, and make a positive impact in their chosen fields. By embracing the power of imagination, educators can unlock the full potential of their students and create a transformative learning experience.

In the following sections, we will explore strategies for fostering creativity in the classroom, benefits of cultivating creativity and innovation in education, and ways to integrate creativity and innovation across the curriculum. Let’s embark on this journey of unlocking the power of imagination in education together.

Fostering Creativity in the Classroom

To unlock the power of imagination and foster creativity in the classroom, there are key strategies and approaches that can be employed. By creating an environment that nurtures imagination and encouraging curiosity and exploration, educators can inspire and empower students to think creatively and innovate.

Creating an Environment for Imagination

Creating an environment that supports imagination is essential to fostering creativity in the classroom. This can be achieved by providing a safe and inclusive space where students feel comfortable expressing their ideas and taking risks. Allow for open discussions and embrace diverse perspectives, encouraging students to share their thoughts and explore new possibilities.

Consider incorporating elements that stimulate imagination, such as visual aids, inspirational quotes, and artwork. These visual cues can spark creativity and serve as reminders that imagination is valued and celebrated. Additionally, ensure that the physical classroom environment is conducive to creativity, with flexible seating arrangements and spaces that facilitate collaboration and independent thinking.

By promoting an environment that values imagination and embraces different ideas, students will feel inspired to think creatively and explore innovative solutions. For more insights on the connection between creativity and imagination, check out our article on creativity and imagination .

Encouraging Curiosity and Exploration

Curiosity is the driving force behind creativity. Encouraging curiosity and exploration in the classroom can ignite students’ imaginations and stimulate their creative thinking. Provide opportunities for students to ask questions, investigate topics of interest, and pursue their own lines of inquiry.

Incorporate hands-on activities and projects that allow students to explore and experiment. Encourage them to think critically, solve problems, and seek alternative solutions. By embracing a growth mindset and emphasizing the process rather than just the final outcome, students will feel more motivated to take risks and explore new ideas.

Offer a variety of resources, both physical and digital, that students can explore independently. This can include books, websites, videos, and other interactive tools that cater to different learning styles and interests. Encourage students to engage in self-directed learning and pursue their passions outside of the classroom. For further resources and opportunities for exploration, refer to our article on resources and opportunities for further exploration .

By nurturing curiosity and encouraging exploration, educators can foster a sense of wonder and empower students to become lifelong learners. Curiosity fuels creativity, and by cultivating this innate trait, students will develop the skills necessary for innovation and problem-solving. For more information on fostering creativity in education, explore our article on promoting creativity in education .

Strategies for Unlocking Imagination

To harness the power of imagination and foster creativity in education, there are various strategies you can employ. These strategies will not only encourage original thinking but also promote innovative problem-solving skills. Here are two effective approaches: incorporating creative activities and projects and embracing different perspectives and ideas .

Incorporating Creative Activities and Projects

One of the most effective ways to unlock imagination is by incorporating creative activities and projects into the learning process. These activities can range from art projects to hands-on experiments, encouraging students to think outside the box and explore their creative potential.

By providing opportunities for self-expression and experimentation, you allow students to tap into their imaginations and develop their unique ideas. Whether it’s writing a story, composing a piece of music, or designing a science experiment, these creative endeavors help students develop their creative thinking skills and apply their knowledge in innovative ways. Encourage collaboration and group projects to foster a supportive and dynamic learning environment where ideas can flourish.

Here are a few examples of creative activities and projects that can be incorporated into the classroom:

By integrating these creative activities and projects into the curriculum, you can nurture imagination and provide students with engaging and memorable learning experiences. For more ideas on promoting creativity in education, check out our article on promoting creativity in education .

Embracing Different Perspectives and Ideas

Another strategy for unlocking imagination is to embrace different perspectives and ideas within the learning environment. Encourage students to think critically and explore multiple viewpoints, fostering a culture of open-mindedness and intellectual curiosity.

By exposing students to diverse perspectives, they develop a broader understanding of the world and expand their creative thinking abilities. Encourage class discussions, debates, and group activities that encourage students to express their thoughts and challenge conventional ideas. This not only enhances their creativity but also strengthens their communication and collaborative skills.

Create a supportive classroom environment where students feel comfortable sharing their ideas without fear of judgment. Encourage them to explore various sources of inspiration, such as art, literature, music, and real-world experiences. This helps students connect their learning to the world around them and stimulates their imagination.

By embracing different perspectives and ideas, you empower students to think critically, question assumptions, and develop their own unique insights. This fosters a learning environment that celebrates diversity and encourages innovative thinking. To delve deeper into the connection between creativity and imagination, explore our article on creativity and imagination .

By incorporating creative activities and projects and embracing different perspectives and ideas, you can unlock the power of imagination in education and inspire students to become lifelong learners and innovative thinkers.

Benefits of Cultivating Creativity and Innovation in Education

Embracing creativity and innovation in education brings forth a multitude of benefits that enhance the learning experience. By fostering a creative mindset, you can unlock a world of possibilities and empower yourself in various ways. Here are three key advantages of cultivating creativity and innovation in education:

Enhanced Problem-Solving Skills

When you engage in creative and innovative thinking, you develop a unique set of problem-solving skills. Creativity allows you to approach challenges with a fresh perspective, enabling you to think outside the box and find innovative solutions. By encouraging divergent thinking and embracing different perspectives, you can develop a creative problem-solving mindset that helps you tackle complex issues effectively. To explore more about the connection between creativity and problem-solving, check out our article on creativity and problem-solving .

Increased Engagement and Motivation

Creativity and innovation in education have a profound impact on engagement and motivation. When learning becomes an interactive and creative process, it sparks curiosity and excitement, making the educational journey more enjoyable. By incorporating creative activities, projects, and learning techniques , you can foster a dynamic and stimulating learning environment that captivates your interest. This engagement and motivation drive a deeper level of learning and enable you to retain information more effectively.

Building Resilience and Adaptability

Cultivating creativity and innovation nurtures resilience and adaptability, essential skills for navigating an ever-changing world. When you engage in creative problem-solving, you encounter obstacles and setbacks along the way. However, these challenges become opportunities for growth and learning. By embracing failure as a stepping stone to success, you develop resilience and the ability to bounce back from setbacks. Moreover, creativity encourages you to adapt to new situations and think flexibly, equipping you with the skills needed to navigate uncertainty and embrace change.

By recognizing and harnessing the benefits of creativity and innovation in education, you can unlock your potential and embark on a journey of lifelong learning. Through enhanced problem-solving skills, increased engagement and motivation, and the development of resilience and adaptability, you empower yourself to thrive academically and beyond. So, embrace the power of your imagination and let creativity guide your educational journey.

Integrating Creativity and Innovation Across the Curriculum

To truly harness the power of creativity and innovation in education, it is essential to integrate these elements across various subjects and disciplines. By incorporating creative approaches, students can develop a well-rounded skill set that goes beyond traditional academic learning. In this section, we will explore how creativity can be integrated into STEM education and how artistic expression can enhance learning in language arts and humanities .

Creative Approaches in STEM Education

STEM (Science, Technology, Engineering, and Mathematics) education provides a unique opportunity to foster creativity and innovation. By infusing creative thinking into STEM subjects, students can enhance their problem-solving, critical thinking, and analytical skills. Here are some ways to integrate creativity into STEM education:

Project-Based Learning : Engage students in hands-on projects that require them to apply their knowledge and find creative solutions to real-world problems. This approach encourages collaboration, experimentation, and out-of-the-box thinking. For more information on the relationship between creativity and problem-solving, check out our article on creativity and problem-solving .

Open-Ended Questions and Challenges : Pose open-ended questions and challenges that encourage students to think creatively and explore multiple solutions. This approach fosters curiosity, encourages divergent thinking, and helps students develop a deeper understanding of STEM concepts. For more insights on the relationship between creativity and critical thinking, visit our article on creativity and critical thinking .

Hands-On Experiments and Prototyping : Provide opportunities for students to engage in hands-on experiments, create prototypes, and test their ideas. This allows them to apply their knowledge, make mistakes, and learn from the iterative process. Encourage students to embrace different perspectives and ideas, as discussed in our article on embracing different perspectives and ideas .

Artistic Expression in Language Arts and Humanities

Language arts and humanities subjects provide a platform for artistic expression and creativity. By integrating creative activities into these subjects, students can develop a deeper understanding of the material and enhance their communication and self-expression skills. Here are some strategies to incorporate artistic expression into language arts and humanities:

Creative Writing : Encourage students to explore their imagination and enhance their writing skills through creative writing exercises. This can include writing short stories, poetry, or even creating their own fictional worlds. Creative writing allows students to express themselves and develop their unique voice. For more insights on creativity and self-expression, visit our article on creativity and self-expression .

Visual Arts and Interpretation : Encourage students to explore visual arts, such as paintings, photographs, and sculptures, and analyze them from a humanities perspective. This allows students to develop their observation skills, critical thinking, and interpretation abilities. They can also create their own visual art pieces to express their understanding of the subject matter.

Performing Arts and Oral Presentations : Incorporate performing arts, such as drama, role-playing, and oral presentations, into language arts and humanities classes. This helps students build confidence, improve their communication skills, and develop empathy by embodying different characters and perspectives.

By integrating creativity and innovation into STEM education, language arts, and humanities, educators can provide students with a well-rounded learning experience. This approach fosters a love for learning, enhances problem-solving skills, and prepares students for the challenges and opportunities of the future. Remember to check out our article on promoting creativity in education for more insights on nurturing creativity in the classroom.

Nurturing Creativity Beyond the Classroom

To truly unlock the power of creativity and innovation in education, it’s important to nurture and foster these qualities beyond the confines of the classroom. By collaborating with communities and organizations and exploring resources and opportunities available, you can continue to cultivate your creative potential.

Collaboration with Communities and Organizations

One way to nurture creativity outside the classroom is by collaborating with local communities and organizations. Engaging with artists, professionals, and experts in various fields can provide valuable insights and inspiration. Workshops, seminars, and community events offer opportunities to interact with like-minded individuals, explore new perspectives, and gain practical knowledge.

Organizations focused on arts, sciences, technology, and social issues often provide platforms for showcasing your creative work. Participating in exhibitions, competitions, and community projects can not only enhance your creative skills but also allow you to contribute to the larger community. By collaborating with others, you can tap into a network of diverse ideas and experiences, further fueling your own creativity.

Resources and Opportunities for Further Exploration

In addition to community collaborations, there are numerous resources and opportunities available to help nurture your creativity. Online platforms, such as websites, blogs, and social media, offer a wealth of information, tutorials, and inspiration. Take advantage of these resources to explore different mediums, techniques, and styles that align with your creative interests.

Local libraries, museums, and art centers often host exhibitions, workshops, and classes that cater to a wide range of creative pursuits. These institutions can provide access to specialized equipment, materials, and mentorship. Additionally, they offer a supportive environment where you can connect with fellow creators and expand your creative horizons.

Don’t forget to utilize digital tools and apps specifically designed to enhance creativity. From graphic design software to music production tools, these resources open up new possibilities for self-expression and innovation. Experiment with different platforms and find the ones that resonate with your creative process.

Remember, nurturing creativity beyond the classroom is an ongoing journey of exploration and self-discovery. Embrace the opportunities that arise from collaborating with communities and organizations, and make the most of the resources available to you. By actively seeking out these experiences, you can continue to grow as a creative individual and make a positive impact on the world around you.

For more insights on creativity and education, check out our articles on creativity and problem-solving and creativity and imagination .

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Imagination at the heart of cognitive development

Michelle Carrick shares some of her experiences and observations of being an early childhood teacher for over 20 years. The focus in this piece is on research that underlines the importance of play and imagination as being critical components to overall academic success.

I had the opportunity while studying Applied Imagination to reexamine my relationship with creativity and the arts. What I have learnt is that, as an early childhood professional time to practice and nurture this potential within myself will benefit the children I teach.

Imagination, coupled with arts education, creates possibilities for self-expression and the development of higher-order thinking; for example, imaginative play provides a means of ordering information. In early childhood development, this is a fundamental skill, which helps children make meaning of the world (Ganis & Paterson, 2011). I increasingly observe a one-dimensional view of education (outside the early childhood sector), where ideals of success are linked to academic achievement and play is misunderstood as frivolous. For this reason, the focus of my article is on research that underlines the importance of play and imagination as being critical components to overall academic success. An important element is the role of educator in providing opportunities where intent and abundant possibilities communicate with the child’s sense of curiosity and spirit (Pelo, 2017).

As an early childhood professional I believe it important to realise that imaginative play is essential for the development of a child’s cognitive ability. Maxine Greene (2012, cited in Jefferson & Anderson, 2017, p. 81) metaphorically states, ‘without imagination you live in a small room with the windows closed. Imagination opens the windows and shows us landscapes, horizons that we would not otherwise perceive’. This image instills a sense of joy within me as I remember the freedom experienced during an imaginative and playful childhood of my own. Children bring to imaginative play their individual dispositions and realities in order to bring concepts to life (Gidley, 2016); for example, a child’s role-play after the birth of a sibling provides the necessary environment in which they can express feelings and make sense of their new reality. Imagination invites children to explore possibilities and enables the expression of feeling and emotion. According to Vygotsky (1987, as cited in Fleer, 2001, p. 228), ‘imagination is a necessary, integral aspect of realistic thinking’. In other words imagination is critical to the holistic learning experience, which connects the mind and body to support the development of critical thinking and higher levels of reasoning (Gidley, 2016).

I sense that an increasing expectation for early academic achievement from families, schools and society means that as educators we have an important role in advocating for the importance of play and imagination to children’s overall learning, development and emotional wellbeing.

Recently I have observed an increase in ‘prep’ rooms and the standardising of children’s learning where teachers are adopting academic practices into the early childhood context at the expense of play, as Fleer had predicted in her 2011 research. In line with an academic approach and its focus on predictable order, the use of worksheets and inflexible routines puts children’s cognitive ability at risk of being impeded, as this way of thinking fails to realise the heart of pedagogy that incites a joy of learning (Pryer, 2011, p. 41). The agency of early childhood practitioners has potential to transform current perceptions of education, and I believe we can do this if we approach our teaching practices with a sense to imbue life and passion through imagination and curiosity.

Imaginative play is a social pursuit. Children embody their lived experience within social and cultural contexts. Children ‘move in and out of imaginary situations … and real contexts’ using their environment, peers and educators to scaffold learning and bring meaning to life (Fleer 2014, p. 122). Collaborative participation in a sociocultural context creates mutual zones of proximal development, where intellect and emotions come together to form a unified whole that extends learning capabilities (Vygotsky, 1978, as cited in Jefferson & Anderson, 2017). Vygotsky believed that, ‘in imaginative play children behave beyond their age’ (cited in Bodrova, 2008, p. 360). In other words, children use complex thought processes as they move between their internal and external worlds while interacting with the environment, peer groups or educators. In fact, children will learn best when they are not ‘enacting the story’ but ‘really living in it’ (El’koninova, 2002, as cited in Fleer, 2013, p. 127), particularly where a supportive teacher is in tune with the child’s individual way of learning.

In this instance I see the importance in my role as teacher being instrumental in encouraging children to persist in exploring imagination and creativity in a variety of ways through the arts. It involves being on the periphery and using attentive listening and intention to scaffold children’s learning in exploring their imagination to develop creativity (Kolbe, 2014). I also understand that to allow myself time to practice creativity by picking up a paint brush, creating a garden, learning to play an instrument or to take a dance class will nurture my ability as a teacher to see things from different perspectives.

If arts education is essential for children to experience a holistic approach to learning and development, it is necessary that a broad curriculum that values imagination and creativity be implemented in early childhood education. Alternatively, children will experience a standardised view of education that is linear, which will progressively educate children out of creativity and stifle possibilities for academic success (Robinson, 2006). Greene (2007) argues, ‘the arts have the greatest potential for stimulating and releasing imagination … when we encounter a great work of art … our way of seeing the world widens’ (p. 2). Kolbe (2001), states that ‘learning to see with all the senses is a starting point for making images’ (p. 8). Not only will children begin to categorise these images based on aesthetic differentiation, but also cognitive thought processes of memory and imagination will form patterns between the images to support the development of lateral thinking (Ganis & Patterson, 2011).

The educational philosophy of Reggio Emilia poetically phrases ‘the hundred languages of children’ which expresses a child’s capacity to explore their imagination through many creative ways, including visual arts, music, imaginative play, drama and language, as a means to represent their thoughts and bring their ideas to life (Millikan, 2010, p. 17). Robinson (2013) states that the arts ‘speak to parts of children’s being which are otherwise untouched’, specifically the child’s emotional and feeling self that is necessary for development of the ‘whole’ child.

Imagination excites children’s curiosity and passion for learning. It enables learning to happen, as the mind opens up to new possibilities. This supports the development of lateral thinking and problem-solving skills that are necessary for academic success. It is for this reason that arts education is essential for a holistic curriculum that encourages self-expression, uniting the body and mind to transform learning for children. Imaginative play enables children to make meaning of their lived experiences and to deepen their understanding of concepts through embodied knowledge. When children have a responsive educator, the mutual zone of proximal development supports an authentic experience of learning within a sociocultural context—where interaction with the environment, peers and educators enables ideas and knowledge to be realised.

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Decades of research in the brain sciences have provided evidence that, to a large extent, reinforce what carers have known for generations, such as the importance of exercise, nutrition, sleep and a close, loving connection. Neuroscience has also helped provide some insights into other aspects of child brain development, revealing how environments and experiences can shape the way children think, behave and develop. Supporting brain development takes some of these ideas further by investigating ‘neuromyths’ and the differences between toxic and healthy stress; some of the reasons why caring relationships are so important for the development of children’s brains; and the ways in which play can be turned into intentional play-based learning.  Purchase your copy on the ECA Shop here .

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Michelle Carrick

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At Aurora Early Education we are continuously researching ways to ensure the children in our care have ample opportunities to explore, extend and cultivate their imaginations. One of the ways we do this is through open ended spaces and loose part play. Watching the children make decisions about what they want to select and how they want to manipulate the resources is so enjoyable. Thank you for a great read. Haylee Prins – Educational Leader, Aurora Early Education http://www.auroraearlyeducation.com.au

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Imagination and Praxis: Criticality and Creativity in Education and Educational Research

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Imagination and creativity

Learn more about imagination and creativity as part of the early years foundation stage (EYFS), including advice from experts and suggested activities.

Why imagination and creativity are important

What the eyfs framework says, what this means in practice, suggested activities, other activities, what other nurseries and childminders are doing.

Having an imagination is the ability of the mind to be creative and resourceful.

Creativity is children’s unique response to all that they see, hear, feel and experience. A child’s individual responses to materials, experiences and ideas inspire their creativity and imagination.

Children’s responses can be physical, emotional, social, cultural or a combination. Younger children might respond in verbal and non verbal ways, for example, a toddler swaying to music.

For young children to have an individual response it’s important you do not have a set goal. Children need their contributions to be noticed and valued so they build confidence and resilience. Give children enough space and time to experience and explore. Help and encourage them to develop their own curiosity and creativity. A child’s imagination and creativity are enriched through their awareness of art and other children around them. All of these creative experiences build powerful connections within the brain, Creativity is associated with focus, independence, a willingness to explore and ingenuity.

As children develop in imagination and creativity they are able to tell a story, relate to other people, keep themselves emotionally grounded and enter their imaginary worlds.

In this video, an early years expert explains the importance of imagination and creativity in the early years foundation stage framework. There are also some tips on how to support children in this area.

The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials.

Statutory framework for the early years foundation stage , page 10, childminder EYFS, page 11, group and school-based EYFS.

To support children’s creativity and imagination you will need to consider the range of what you offer.

Use a wide range of interesting and beautiful found materials, like wallpaper and fabric. Fabrics, fastenings and accessories for roleplay can have more potential than dressing-up costumes. Exploring materials and media inspires children to think flexibly and creatively.

Stimulate children by using different materials for exploration. Give them plenty of multi-sensory experiences and the opportunity to see images of art works. Eventually children will offer their own thoughts about their experiences. ‘This feels like a cuddle’ (a 3 year old exploring a strip of velvet).

You need to be confident and give children time to respond to the things they see, hear and experience at their own individual level. This is as relevant to babies as it is to older children.

Focus on the experience rather than have a defined outcome. Children’s responses or representation may be different to what you expected, you should welcome this.

All children have their own creative and imaginative responses. Encourage and notice the children’s responses. Knowledge of the children can help you plan ahead.

Have a musical ‘jam’ session

You’ll need:

• trays, colanders, different sized plastic containers or pans that can be beaten with a wooden spoon
• whisks in saucepans
• shakers made from small plastic containers filled with rice, lentils or pasta
• pan lids for banging together like cymbals
• straws to blow bubbles in glasses of water
• corrugated cardboard
• paper bags for scrunching up
• metal tongues for clicking together like castanets

Let the children explore sounds that can be made from ordinary household objects. Encourage links with parents or carers and ask them to help their child choose things from their kitchen cupboards at home. Challenge the children to make sounds from all the objects and utensils.

Bring in similar objects from home to compare and contrast with any traditional instruments you have, for example, drums, maracas or bells.

You might want to use music to help you carry out the activity. For example, use a favourite song, nursery rhyme or action song. You could ask the children to play to the beat of the song.

Introduce children to language to describe the sounds they are making. Talk with the children about how the sound is being made and show interest in how many sounds they can make from one instrument. Can they change the sound of the instrument by playing it in a different way?

Use strips of paper or white boards and pens to allow the children to experiment with making marks to represent each sound. They could also represent sounds in the form of movements too.

How this activity links to the other areas of learning

Physical development is supported by moving and handling objects and toys and moving to music. Literacy is encouraged by writing making marks. Musical activities are good for communication skills in speaking, listening and understanding and personal, social and emotional development .

Making a house for a superhero

• a superhero toy (or a favourite teddy or soft toy)
• pieces of fabric
• a range of construction materials/kits
• a collection of found materials
• materials for fixing materials, like masking tape
• pictures of superheroes or teddies
• pictures of houses and other buildings
• non-fiction books about homes and buildings
• story books with superhero characters or teddies and soft toys as characters
• construction area

From your observations of the children engaged in self-initiated play you will have knowledge and understanding of their favourite television characters, soft toys or superheroes. Very young children may be interested in putting their toys in pieces of fabric. Playing peek-a-boo and hide and seek are good ways to extend their play, in ways that are sensitive to their needs.

For older children, choose a superhero that’s popular in the setting, for example Super Daisy or Spider Man. Provide pictures of the superhero and a superhero toy. Suggest to the children that they could make a house for her/him so that he can live in the setting. If you do not have a superhero toy in your resources, improvise with dolls’ house figures. These interactions invite children to listen and to use spoken language to imagine, recall stories, predict and give each other instructions.

At first see what the children do spontaneously. Which construction materials do they use? Is it the wooden blocks? How successful are they? What do they imagine the superhero’s house to be like? Are they able to create their own unique, ‘superhero’s house? The complexity of their constructions will depend on their fine motor control and skills. Remember for children, a pile of bricks is as representative of a ‘home’ as a built construction out of bricks.

Either on that day, or maybe a few days later, depending on how the children respond, start to make some suggestions, point out that they may need to make their buildings stronger, bigger, smaller or more fit for purpose for their superhero. Bring books and images in to show a range of different houses.

Constructing with a variety of materials develops the children’s fine motor skills , including muscular strength and hand-eye-coordination. Superhero play provides children with an emotional outlet as well as opportunities for playing in a group. To further develop communication and language skills children can share their ideas, direct each other, describe their models and tell their own superhero stories. Scribing the children’s superhero stories supports their future writing skills. The children may want to illustrate these. You can provide story books as suggested, to support the children’s literacy learning. The construction process, whether on a small or large scale, develops children’s use of technological and scientific language (understanding the world) . Children can consider which materials work best and why.

Develop children’s imagination and creativity with visits to local venues such as parks, parks with sculptures, art galleries, museums or libraries. These are often free or at a low cost to under-5s.

Tate kids has a wide range of online videos to support and inspire activities from sound creatures to colour walks.

“In our nurseries we see the expressive arts and design part of the curriculum as an opportunity for the children to experience everything in a way that is bigger and messier. We provide a wide range of materials with lots of everything.”

Mandy, Naturally Learning, Truro.

“We don’t buy any of our collage materials, everything is ‘found’. Parents bring in bottle tops, old hats and handbags. We go to charity shops too.”

Julie, childminder, Ilkley.

• Imagination and creativity are children’s unique response to what they see, hear and experience around them.
• Children have a natural curiosity to explore experiences. Non-verbal and verbal creative expression must be valued and noticed.
• Repetition allows children to explore and make sense of their experiences and to respond in their own unique way.
• Think about how you use resources to develop children’s imagination and creativity.
• Make sure children have repeated opportunities for imaginative play.
• Find out what other providers are doing and then try out new ideas.
• Review your curriculum to ensure you cover the requirements in the EYFS for this area of learning.

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Promoting creativity in early childhood education

Yakup yildirim.

1 Department of Preschool Education, Faculty of Education, Akdeniz University, Antalya, Turkey

Yeşim Yilmaz

2 Preschool Teacher, Ministry of National Education, Alanya, Turkey

Associated Data

All "Promoting Creativity in Early Childhood" files are available from the openicpsr database (accession number(s) https://www.openicpsr.org/openicpsr/project/195022/version/V1/view , https://doi.org/10.3886/E195022V1 .).

This study aims to find out the opinions and experience of teachers and teacher candidates on promoting creativity and creative thinking in the early childhood stage within the scope of the current preschool educational program. The method of the study is the basic qualitative research design. The study group consists of 25 preschool teachers employed in the province of Alanya in the city of Antalya, and 25 preschool teacher candidates who were students in their 3 rd and 4 th year at Akdeniz University, Faculty of Education, Department of Preschool Education. Open-ended questionnaire form was used for getting the opinions of teachers and teacher candidates. The data was analyzed within the principles of content analysis. According to the results of the study, statements on the prominence of creative thinking mainly emphasized the child being able to express her/his emotions and thoughts effectively, developing the child’s problem-solving skills, forming cause- effect relationships, and being able to create a different point of view towards events and situations. As for developing creative thinking, the opinions that come to the forefront are going on trips with the children, conducting art activities, focusing on drama activities, conducting science and maths activities based on research, and motivating children to create authentic products with different materials. On the whole, teachers and teacher candidates expressed that the present preschool educational program has positive contributions to promoting creative thinking in children.

Introduction

What kind of atmospheres and situations in class and out of class should we create or what should we do to discover and promote the real potential of children? We have tried to seek answers to these questions from those closest to the child. Creativity may emerge when the child has the opportunity to combine different experiences in appropriate situations especially in the preschool period. This may sometimes display itself while creating a solution to a simple problem or when obtaining new knowledge by using higher skills. Creating an environment which enables the child to develop a new point of view is a leading element of creativity. Preschool is a stage during which the creativity of the child is at its peak as they have unlimited imagination.

The preschool stage, which is defined as the stage from birth to the time the child starts primary education, and a time when the child acquires the psychomotor, social- emotional, cognitive and linguistic development that will play an important role in children’s life, and a developmental and educational process during which the character of the child is shaped with the education provided by the parents and pre- school institutions [ 1 – 6 ] is the most critical period in life as it affects the future life of the child in terms of knowledge, skills, gaining habits and developing these traits. The preschoolperiod is a stage when mental development and synaptic connections are experienced the fastest and highest [ 7 ]. Mental development plays an important role during the preschool stage for the cognitive, linguistic, motor, social and emotional development of children.

Children grow rapidly in the preschool stage—the first six years of their life display rapid results in developmental areas [ 8 ]. This enables the child to realise herself/himself and become a productive member of society. The preschool period is the stage which is most affected by environmental factors. In this respect, the environment affects the preschool child and facilitates learning motivation for children who are in this stage. The child’s ability to discover and learn is closely related to how supportive the child’s environment is, and which opportunities are presented to the child [ 7 ].

The child, who matures and becomes competent rapidly, realises her/his own potential and starts to become a productive individual. Creativity has a prominent impact on how the child develops herself/ himself. Creativity and judgement skills enable individuals to consider problems using different views, to create new products as well as enabling them to reach a decision by forming cause- effect relationships [ 9 ]. It is necessary to create new ideas and consider events in a different way, and create new solutions to a problem. It is also important to respect different ideas [ 10 ]. It is going beyond the presented knowledge in order tocreate something authentic by using methods which are not traditional. It is defined as the skill to create innovative and authentic solutions to problematic situations by realizing problems and shortcomings within the light of experiences [ 11 ], and it may be said that it makes the child self- confident and independent and enables her/ him to develop herself/ himself and the environment, makes the child responsible towards her/his environment, makes them productive and sensitive individuals. Creativity can be enhanced by creating connections between similar or different areas [ 12 ]. Preschool children may activate their creative thinking skills when they use an object for a different purpose, when they find an extraordinary solution to a problem, while displaying motor skills, when day dreaming, while forming an emotional relationship with a peer or an adult, or in other situations which require a creative process [ 13 ].

Children who have suitable conditions for using and practicing their creative thinking actively may strengthen their cognitive skills. These conditions also contribute to the children’s social skills development such as discovering their emotions and values, understanding their own cultures and other cultures, thinking, and communicating with others [ 14 ]. Thus, different teaching approaches that will increase children’s motivation and cultural understanding could support creativity [ 15 ].

Creativity is a phenomenon needed and used in all stages of life, is a prominent factor in the development and advancement of society. In societies which have individuals who have high levels of creativity and who can use creative thinking effectively, the level of welfare increases and the opportunities for people depending on their interests and talents are equally higher. There is a positive relationship between the educational backgrounds of people and the increase in their creativity. In order to maintain progress, guarantee advancement and to have a good place in life, individuals need to get the opportunities to strengthen creativity both in the family and at home starting from the preschool stage. In an educational environment which is based on rote learning and which is teacher- centred, promoting creativity and creative thinking is more difficult compared to a child-centred environment [ 16 ].

Teachers who can create a child-centred environment and processes in which the children can develop their creativity contribute to the development of the children in all aspects as well as playing a prominent role in the progress and development of the society in which the children live. Thus, along with the development of creativity and creative thinking, some inventions result in increase in production and the economic situation of the society. Similarly, life standards increase in a society which has a developing economy. Consequently, promoting creativity in a society which lacks productive skills can be difficult [ 17 ]. The technological infrastructure, knowledge and skills of integrating technology into teaching and learning practices, and students’ creative skills of using technology is essential to promote higher thinking skills (i.e. creativity) [ 18 ].

Individuals who can think creatively become individuals who are open to change as they can adapt to the rapidly changing world. There is a positive correlation between the level of development in a country and the creativity and creative skills of the people in that society. In order to promote the development of a country, the development of creativity should be facilitated by focusing on production and innovation in different areas [ 19 ]. The adaptive skills may involve having cultural understanding of inclusive education, not only integrating children into the classroom, but also having a teaching program that will support children with special educational needs in creativity [ 20 ].

To promote creativity and creative thinking important skills for both the individual and the society, families and teachers have important roles. The family also has a prominence for developing creativity and creative thinking in children along with teachers. There are differences between the educational backgrounds of families, and this may hinder creativity in some situations. Families may be asked to help children concerning this topic by offering training to parents and educating them on creativity and creative thinking [ 21 ]. It is seen that children whose creativity is supported in the family environment offer different ways of solutions while expressing their emotions and thoughts, discover new games, are curious and are interested in travelling and observation [ 16 ].

Teachers and families may offer opportunities to children to promote their creativity and creative thinking by considering the traits that preschool children display. As the way each individual shows her/ his creative potential, and the way this potential is supported may display differences. The opinions of teachers and teacher candidates on how they discover and support the creativity of children is very important. Therefore the best way to understand these thoughts is to analyze the explanatory information they would express qualitatively. The aim of this study is to determine the prominence of creativity in preschool education, to determine the creative skills of children as well as making evaluations on what kind of studies should be conducted to develop creativity, and to determine methods and suggestions on developing creative thinking. For this purpose, answers were sought to the following questions:

• Why are creativity and creative thinking important in preschool education?
• What should we do to promote the creativity and creative thinking of children in the preschool stage?
• What are your in-class and out of class activities that you use to promote the creativity and creative thinking of preschool children?
• How did the 2013 Preschool Education Programme contribute to the development of creativity and creative thinking of children?

Materials and method

The research design.

This study, which has been conducted to determine strategies to promote creative thinking in the preschool stage, and to create suggestions for solutions, used the basic qualitative research design, which is a qualitative research pattern. Basic qualitative research aims to find out how participants comprehend their experiences within the scope of the topic studied, and which meanings they place on their experiences [ 22 ]. Thus, this method was preferred in this study in order to determine feelings, thoughts, perceptions and experiences of teachers and teacher candidates on the prominence of creativity and the promotion of creative thinking in the preschool stage, and to study their opinions in more detail. The open-ended questionnaire template which was developed to get written opinions was used for data collection. A comprehensive literature review was conducted for the study to reach its aims. In addition, the conceptual structure of the subject was stated within the framework of the aims and limitations of the study. Following that, open ended questionnaire forms were prepared for both teachers and teacher candidates as appropriate to the aims of the study. Thus, the purpose was to study in detail the awareness of the participants on the prominence of creativity in the preschool stage and developing creativity as well as the methods they used for this purpose.

The study group

The study group consists of preschool teachers who are employed at preschools in the province of Alanya in the city of Antalya, and preschool teacher candidates who were students in their 3rd and 4th year at Akdeniz University, Faculty of Education, Department of Preschool Teaching. The 25 preschool teachers and 25 teacher candidates who met this criteria and who participated in the study group were determined by using the purposive sampling method [ 23 ]. The main purpose for preferring this sampling method is that the participants are chosen according to certain criteria determined by the researchers beforehand [ 24 ]. When choosing the participants among the teacher candidates attending their third and fourth year at university, the main determining factor was that they had taken the classes which were ‘creativity, school experience and/ or teaching practice’. Another point which was given priority during the study was ensuring that preshool teachers and teacher candidates gave sincere answers to the questions which were included in the data collection tool, and which were directed towards the experiences and practices of the participants. For this reason, special care was taken to make sure that the preschool teachers participating in the study had spent a certain amount of time working with the children so that they were able to get to know the children better, and that they could express their experiences more clearly. In addition, special care was taken to ensure that the professional seniority of the teachers were different from each other and that met the desired criteria in terms of seniority (See. Table 1 ). The data on the professional seniority of the preschool teachers participating in the study are presented in the table below:

Data collection tools

When the data collection tool of the research was being prepared, the related regulations and the Ministry of Education Preschool Educational Program [ 7 ] was studied as well as the related literature review. As a result of the theoretical knowledge in the related literature and the interviews conducted with experts, ‘open-ended questions were prepared’ in order to determine the opinions of teachers and teacher candidates for the aims of the study. The steps to develop the data collection tool is listed in Table 2 . Due to the pandemic, the opinions of teachers and teacher candidates were obtained using online methods. After the subject and aims of the study were explained to teachers and teacher candidates, open-ended online questionaire forms were sent to volunteers, and they were asked to answer the questions in the data collection tool. The participants were told that it was prominent that they put emphasis on their personal experiences and pay attention to their practices or future practices while offering suggestions. The first part of the data collection tool includes the personal information of teachers and teacher candidates. The second part of the data collection tool focuses on the prominence of creativity and creative thinking in the preschool stage. The third part contains what should be done in order to promote creativity and creative thinking during the preschool stage while the fourth part focuses on in- class and out of class activities that affect creativity and creative thinking. The fifth part includes the suggestions of preschool teachers and teacher candidates on the contribution of Preschool Educational Program on the development of creativity and creative thinking in children.

The data collection stage and ethical procedure

During the data collection process, it was stated that teachers and teacher candidates were to pay attention to certain criteria while filling in the open-ended questionnaire forms.

• The open-ended questionnaires were sent to teachers via online methods as it was impossible to conduct face-to-face interviews with the participants because of the pandemic. These open-ended questionnaire were conducted between March 15 th 2021 and June 28 th 2021.
• Before filling in the open-ended questionnaire forms, written consent form was signed by adult participants to make sure that they are aware of the ethical issues.
• Each teacher and candidate teacher was told that that codings would be used instead of their names, and that their real names would not be used so as to ensure that the participants would answer the research questions sincerely.
• The data obtained in the pilot study was not included in the final findings of the study.
• - Teacher 1 (T1)   - Teacher Candidate 1 (TC1)
• - Teacher 2 (T2)   - Teacher Candidate 2 (TC2)

This study is approved by Social Sciences and Humanities Scientific Research and Publication Ethics Committee of Akdeniz University.

Data analysis

The content analysis method was used for analyzing the study data of the participants in the open-ended questionnaire form by applying a child-centred data analysis method (see Fig 1 ). The main purpose of content analysis is to reach concepts and connections that would assist in explaining the comprehensive data obtained in the study. Data, which is summarized descriptively and commented on broadly, is studied in detail using content analysis, and new concepts and connections are discovered. The basic process here is to gather related data within the framework of specific themes and concept and present the data in a meaningful and organized way [ 24 , 25 ]. The themes were created according to the results of the analysis obtained using content analysis. The codes that emerged during creating the themes were presented to the opinion of an expert for reliability (Reliability = consensus / consensus + disagreement) as suggested by Miles and Huberman [ 26 ]. The reliability of the experts and researchers for the relationship between the codes and the themes was calculated as 89%. The themes which were created were presented as items in findings, and the information on the preschool educational program and regulations were added to the end of each theme in order to compare the data obtained from participants for each theme. Statements were presented in the findings of the study in order to maintain the reliability of the study.

This part presents the findings obtained from the participants within the framework of the themes of the study. Themes and subthemes were analysed by presenting the tables for the subthemes of each theme. The findings of both preschool teachers and teacher candidates were presented after the tables.

Theme 1. Awareness on creativity

• The Opinions of Preschool Teachers on Theme 1

When Table 3 is studied, it is observed that preschool teachers participating in the study mentioned the following categories on the prominence of creativity and creative thinking in the preschool stage:

• a) The relationship between imagination and creativity enables the child to express her/ his thoughts
• b) It enables the child to gain communicative skills
• c) It develops the child’s problem-solving skills
• d) It enables the child to create cause- effect relationships
• e) It enhances the child’s curiosity and the wish to discover
• f) Contributes to scientific research
• g) Enables the child to develop a different point of view
• h) It provides hands-on learning to the child

It may be said that the categories least mentioned by the teachers are that it makes each child feel special, it enables self-realization, and it contributes to the social skills development of the child.

A general evaluation on subthemes of the first theme

When the opinions of preschool teachers on the theme ‘the prominence of creativity and creative thinking’, are studied it is observed that teachers believe that creativity and creative thinking develop the most when children use their imagination and the power of thought, and that the preschool stage was a very important stage for developing these skills as their imagination is at its peak during the preschool stage. When the teachers were stating their opinions on the prominence of creativity and creative thinking during the preschool stage, they focused on the fact that it would help children to express their emotions and thoughts, and help them in gaining communicative skills. They have also stated that the problem-solving skills of children would develop, and that they could understand cause- effect relationships between events in this way. Examples for the teachers’ opinions on the first theme and its subthemes are presented as follows:

• Creative thinking and using imagination. This stage, in which imagination is unlimited, is a stage that should not be missed to promote creativity and creative thinking skills. For most children, creativity is at its peak before the age of six (T1).
• The preschool stage is a world during which imagination and cognitive skills are unlimited. Developing this world starts with discovering the creative thinking of the child (T14).
• It is important because the children can learn to express themselves (T19).
• Children who have creative thinking skills also develop their communication skills (T23).
• It is important to promote creative thinking so that they can find authentic solutions to problems (T8).
• Helping students to form cause- effect relationships plays a very important role in children’s discovering their talents. Children who have creative thinking skills also develop their skills for communication, problem solving, practice, following instructions, and starting and maintaining projects (T23).
• The Opinions of Preschool Teacher Candidates on the First Theme

The opinions of teacher candidates’ preschool children on the prominence of creativity and creative thinking in preschool children are presented below:

When Table 4 is studied, it may be said that the preschool teacher candidates participating in the study mostly focused on the following categories on the prominence of creativity and creative thinking in preschool education:

• It helps the child to create a different point of view
• It develops the problem-solving skills of the child
• It affects the child’s life
• It develops the child’s imagination
• Creativity and creative thinking are very important in the preschool stage

The categories least mentioned by teacher candidates for the theme ‘the prominence of creativity and creative thinking’ were the following:

• It enables the child to discover and get to know herself/ himself
• It contributes to the developmental aspects of the child
• Creativity contributes to the child’s learning
• It helps us to understand the child
• It enables the child to express her/ his feelings and thoughts

A general evaluation of the subthemes of the first theme

In their opinions on the theme ‘awareness for creativity’ teacher candidates drew attention to the fact that creativity and creative thinking was an important factor in helping the child realize her/ his potential, and in strengthening the child’s self-realization. Teacher candidates, who focused on the fact that creativity and creative thinking developed the imagination and the potential of the child, also mentioned the contribution of creativity and creative thinking on the social and cultural life of the child. The fact that creative thinking makes life easier for the child and would provide proactive conditions to the child in social life and in problematic situations in the future is the opinion of teacher candidates that stands out in the subthemes of the first theme. Example statements of teacher candidates that express that developing creativity and creative thinking presents positive contributions to different developmental aspects of the child are as follows:

• If we can help them to discover their creativity and develop this potential in this stage, they may create more practical solutions to situations they may experience in the future and have different content (TC4).
• The schemes created by the child in this stage contributes to the child’s creativity in the future (TC1).
• The child discovers and gets to know herself/ himself with creative thinking (TC2).
• The child may discover herself / himself by thinking differently (TC9).
• It is important as they can find different and authentic solutions to problems they may encounter throughout their lives (TC17).
• The activities which are used during this stage affect the creative skills of the child in the coming years (TC12).
• It is effective for the cognitive, social, emotional, and psychomotor development of the child (TC11).

Theme 2. Promoting creativity

• The Opinions of Preschool Teachers on Second Theme

Table 5 presents the suggestions and the subthemes created by preschool teachers for the theme ‘promoting creativity’. Preschool teachers suggested creating environments in which the child can ask questions and express herself/ himself, providing them with creative environments, having structured activities, motivating children for creative thinking by asking them open-ended questions, creating environments that would arouse interest, designing activities and games, and enabling children to discover themselves and their environment for promoting creativity. When the sub themes for the second theme are studied, the topics least mentioned by teachers were that they need to discover the inner world of the child, conducting attention and coding activities, and giving children some responsibilities in the family.

A general evaluation of the subthemes of the second theme

The suggestion most emphasized by teachers for promoting creativity in the preschool stage is the need for creating an environment that keeps the curiosity of the child active and enables the child to express herself/ himself. It was stated that a process in which children are asked open-ended questions that would make them think would contribute to promoting creative thinking in children. Teachers stated that activities which are not structured and ones which the child could shape using her/ his interest are more functional, and that they are an important factor that supports creativity. It may be said that especially manipulative materials enable children to think in different ways. The prominence of games, the fact that games open the doors to the inner world of children, that children may face different challenges and create authentic solutions through games are among the suggestions of teachers. The following statements of teachers draw attention in their suggestions for promoting creativity and creative thinking in children:

• Creativity develops in environments in which the child can express herself/ himself with self- confidence and show her/ his curiosity (T1).
• Children should be supported to express themselves by asking open-ended questions (T15).
• Open-ended questions, art, music, movement, and dance activities enhance creative expression. They should be given opportunities to create their own stories by looking at illustrations in books. Children may create new objects using their imagination by using games such as puzzles and building blocks. Using play dough may be effective in gaining creative skills by creating the objects in their imagination (T1).
• We may give them different materials and ask them to create new things, or we may give the same materials at different times and expect them to create different things each time (T3).
• We may encourage them to think by asking open-ended questions (T22).
• In order for them to discover creative thinking, games and activities should be designed to increase their curiosity (T2).
• Children should be provided environments that can arouse their curiosity. We should trigger their curiosity by offering opportunities for play and give them a chance to experience their creativity (T10).
• We should open a door to their inner world by using games and determine their needs (T5).
• We should not stereotype them while they are making these discoveries (T16).
• The Opinions of Preschool Teachers Candidate on the Second Theme

The opinions of preschool teacher candidates on promoting creativity and creative thinking in preschool stage children are presented below:

When Table 6 , which presents the suggestions of teacher candidates for promoting creativity and creative thinking in children, is studied, the suggestion that is most emphasized is the need to offer an environment of freedom to the children. It is emphasized that creating a rich environment by presenting different materials to children is another important factor that promotes children’s creativity. Another major opinion of teacher candidates for the second theme is creating authentic activities for children and providing hands-on learning.

A general evaluation of subthemes for the second theme

Creating a suitable environment in which the child can think freely was greatly emphasized by teacher candidates as a suggestion for promoting creativity and creative thinking in children. Having different materials that motivate children to think in a different way may be stated as another suggestion that supports creative thinking. Example suggestions by teacher candidates for adding variety to materials, the quality of the questions to be asked, the children participating actively in the learning process, guiding children to create solutions to problematic situations are as follows:

• We may design and implement activities in which the children can use their imagination (TC4).
• We must give them opportunities to discover without intervention. We should help them with hands-on learning (TC11).
• We should motivate them to use hands-on learning (TC11).
• We may ask children divergent questions and motivate them to think and develop their creativity (TC7).
• Asking them questions directed at their creativity while conducting activities in class (TC19).
• We must present different stimulus to motivate the child (TC1).
• It may be necessary to conduct different activities with children using different materials. Learning centres at nursery schools are in direct proportion with this topic (TC8).
• We must respect children’s thoughts and ideas and pay attention to what they wish to do (TC13).

Theme 3. Strategies for promoting creativity

• The Thoughts of Preschool Teachers on the Third Theme

Table 7 presents the strategies of preschool teachers for promoting creativity and creative thinking. It is observed that for the third theme the teachers mainly drew attention to the following categories:

• a) Enabling the children to express themselves by asking open-ended questions
• b) Making use of art activities, and using activities different from standard ones
• c) Enabling the children to create authentic products by using different materials
• d) Enabling the students to express their emotions and thoughts individually during Turkish language classes
• e) Using structured and semi-structered activities
• f) Using different methods and techniques in activities
• g) Enabling children to express themselves through drama and game activities
• h) Using science and math activities
• i) Making use of out- of- class activities
• j) Observing children during play and while they are not playing
• k) Motivating children to carry out activities with their families in the home

A general evaluation of the subthemes for the third theme

Teachers have emphasized that acting according to standard practices for in-class and out-of- class activities for promoting creativity hinders creative thinking, and that it is necessary to conduct activities with which the children can reflect their individual performance to the maximum, either during in-class or out-of- class activities. Teachers mentioned the prominence of trips and observation in out-of- class activities and stated that it would be useful to talk to the children about the activities following practice. They stated that using techniques such as scamper, brainstorming, dramatization that attract the attention of children and enable them to think in a different way in in-class activities should be used. Examples for the teachers’ statements for the third theme and its subthemes are as follows:

• Asking children for their opinions, asking open-ended questions, creating a model, praising creative thinking. Organising out-of- school trips and observations, and later chatting to the students about what they have seen and learnt (T8).
• I would encourage them to express themselves by asking open-ended questions during in-class activities and out-of- school activities (T2).
• I would make them create products using their creativity by using natural materials such as fabric, pinecones and twigs during art activities (T15).
• During classes I use techniques such as games, drama, scamper, and brainstorming (T8).
• I introduced them to activities that would motivate them to do research and create what they think. (STEM activities, coding, algorithm, recycling, ecology and nature activities, the Young Inventor and his Inventions, drama and the Orff approach, audio stories, games, scamper activities etc.) (T16).
• We frequently make use of experiments and maths activities (T1).
• Patterns with buttons of different sizes, measuring the length of objects, finding pairs, ordering, making comparisons. Science and nature studies in the garden, creating appropriate environments for them to study and discover stones and leaves (T10).
• They should be allowed to act freely and flexibly in the classroom without being dependent on a model, with the guidance of the teacher (T7).
• Preparing comprehensive activity plans that enhance creativity instead of steoretype activities (T17).
• Families should accept that each child in the family is an individual, determine targets parallel to the interests and talents of their children. In addition, they may cooperate with teachers to conduct activities that reinforce the school program and that are related to real life. These activities should be conducted starting from simple to difficult ones, and from the known to the unknown (T23).
• The Opinions of Preschool Teacher Candidates on the Third Theme

The strategies of preschool teacher candidates on developing creativity and creative thinking in preschool children are presented below:

When Table 8 is studied, it is observed that the strategies most suggested by preschool teacher candidates for promoting creativity and creative thinking in the preschool stage are taking children on trips, conducting art activities, carrying out drama activities, making Turkish language activities, conducting maths and science activities, and focusing on activities children have at home with their families. The least mentioned suggestions are not interfering when children are conducting activities, carrying out comprehensive activities with divergent questions, and motivating students to different areas of interest.

Evaluation of the subthemes of the third theme

Giving prominence to activities children conduct with their families attracts a lot of attention among the strategies teacher candidates have suggested for developing creativity. Another major suggestion of teacher candidates is that supporting children with different activities may enable them to think in different ways. Teacher candidates have suggested that motivating children to ask questions, and using techniques that promote creativity such as completing stories may enable children to ask different questions and enhance their creativity. Examples for the statements of teacher candidates are presented below:

• Games to develop the creative sides of children may be designed by using kitchen tools in the home, or parents may make cookies of different shapes with the children (TC5).
• Activities that are mostly based on the choices of children should be conducted. Families should read story books at home with the children, and later ask child to narrate the rest of the story, or ask them to change the ending of the story. Parents may make drawings with the children or may build towers with toys (TC13).
• Drama activities enable children to use creative thinking. These activities develop their way of thinking by causing children to use improvisation (TC3).
• Drama activities may be conducted by planning improvised activities on a certain topic (TC7).

Theme 4. Creativity in the program

• The Opinions of Preschool Teachers on the Fourth Theme

When teachers were asked their opinion on the elements in the preschool educational program that supported the creativity of children, they stated that on the whole, the program enabled children to reflect their individual traits. They have also reported that the flexibility of the program enables them to restructure the program according to the individual differences of children, and that this offers them a chance to support their creativity. It may be said that teachers consider the preschool educational program as one that supports the children’s feeling of discovery and self-awareness. The teachers’ opinions on the fourth theme are presented below:

• It is child-centred. Children experience meaningful hands-on learning instead of rote learning. In this way, creativity is always active. The flexible program enables necessary changes in the educational process depending on daily and momentary changes that may arise. As individualism is the most prominent element, the program is created by taking individual differences into consideration as appropriate to the needs of the children. In this way, the differences, creativity, interests and needs of each child make each children unique (T2).
• The program basically has a structure that supports creativity and aims to strengthen it. However, the shortcomings in practice (physical shortcomings, the attitudes of teachers, the attitudes of school administration and families etc.) makes it difficult to reach goals or hinders it (T6).
• The program enabled the child to participate actively in the learning process, and encouraged the child to learn by asking questions, doing research, making discoveries, and playing games. It offered the children the necessary opportunities to express themselves authentically, and in different ways in environments which are appropriate for the learning needs and learning styles of each child (T16).
• The effect of the 2013 Preschool Program on the development of children’s creativity and creative thinking is great. As it is a flexible program, it enables teachers to plan according to the interests and talents of children, the cultural traits of the environment and the self-awareness of the children (T23).
• It develops the imagination, creative and critical thinking skills of children as well as their communication skills and their potential to express their feelings (T25).
• The Opinions of Preschool Teacher Candidates on the Fourth Theme

When preschool teachers candidate were talking on the advantages of the preschool educational program that supported the creativity of children, they focused on the fact that the program supported the development of children in all aspects. They stated that as the program is student- centred, it is a prominent factor in supporting the children’s creativity. The opinions of teacher candidates on the fourth theme are as follows:

• The 2023 preschool program is a program that considers children with all of their aspects and supports children’s development in all ways. Since this program is student-centred, it gives children the chance to express themselves, and to state their opinions freely. Consequently, this situation contributes positively to children’s creativity (TC5).
• In this program, activities are prepared as student- centred activities as appropriate to the program, and then put into practice. Chatting to the children about the activities prior to practice and asking open-ended questions to children following activities may give us clues on how their creativity is developing (TC7).
• This program contributes to the progress of children’s creativity by enabling the children to receive better education as it leads teachers and candidate to the right path (TC1).
• The 2013 preschool program was prepared by studying different programs that would contribute to different types of development. It includes various activities to facilitate children’s creative thinking, and different types of advice to teachers. Teachers who study the program may become more conscious (TC12).
• Following a certain program, acting within limits is a situation that affects creativity negatively. For this reason, the 2013 preschool program makes limitations to children’s creativity (TC8).

Conclusions and discussions

The themes derived from the findings of the study and the subthemes related to these themes were discussed by taking into consideration the opinions of teachers and teacher candidates within the light of the related literature. In the first theme, which focused on creativity and the prominence of creative thinking, teachers and teacher candidates mentioned aspects of creativity which emphasized the individual traits of children. The fact that creativity is an important factor in bringing up unique individuals draws attention as an important finding, which was also proved by the research that was conducted by Özkan [ 8 ] and which sought answers to the question ‘What is creativity?’. In his study, Özkan [ 8 ] reached the conclusion that a majority of teachers defined creativity as the child expressing himself individually, being able to grasp what is authentic, and producing authentic products. Opinions which state that creativity and creative thinking develops the problem-solving skills of children are the items most mentioned by both teachers and teacher candidates regarding the first theme. Opinions which support that children may develop different points of view towards events and situations are supported by thoughts which state that children are able to express their feelings and thoughts authentically. In teachers’ and teacher candidates’ opinions on the prominence of creativity and creative thinking, it is stated that this skill may also positively affect the social development of children. The opinions of the participants which state that training aimed at promoting creativity will lead to positive results both in terms of cognitive development and other areas of development, distinctly overlap with the study conducted by Karadayı [ 27 ], in which the researcher states that we should focus on creativity and creative thinking during the preschool stage. In his study, Karadayı [ 27 ], studied the effects of creavity education on cognitive processes and the skill to organise emotions, which was given to children aged 5 to 6. It is also stated that creativity education promoted creativity, and the skills to organise cognitive and emotional personality, and reached the conclusion that creativity in the preschool stage was related to both controlled and flexible cognitive skills [ 28 , 29 ]. Opinions within the first theme which stated that creativity enables children to express themselves individually also draw attention to the social aspect of creativity and creative thinking. In fact, there are other studies which present opinions that children in classes of extremely traditional teachers may experience problems expressing themselves, and that this situation may hinder creativity [ 10 ]. If teachers are flexible in their attitudes towards children, and if they pay attention to the individual traits of children, children will be able express themselves easily, and this will strengthen the social function of creativity in children.

Within the second theme, which includes opinions on supporting creativity and creative thinking in children, teachers and teacher candidates mentioned the prominence of techniques that would attract the attention and interest of children during activities conducted with them. Leaving children in the middle of a problematic situation, motivating them to use an object for different purposes or asking them to complete a story are among the practices that may be carried out to support creativity. The participants stated that there are technology-based techniques that can be used to promote creativity in addition to techniques based on communication. Akbaba and Kaya [ 30 ], who pointed out that such techniques may be used to enhance the creativity of children by maintaining their interest and curiosity, conducted research with teachers to promote the thinking skills of children. In this research, preschool teachers stated that they mainly used methods and techniques such as hands- on learning, demonstrations, projects, games, and the question and answer to enable students to achieve thinking skills.

There are the opinions of teachers and teacher candidates which state that using different methods (i.e. arts) to promote creativity and creative thinking in the preschool stage will provide positive contributions [ 31 ]. In their suggestions regarding in class activities and out of class activities to be conducted with children, teachers have concentrated on conducting activities that offer different options to children rather than standard and monotonous activities. Creativity and creative thinking may yield more development when people break the mold. Teachers developing attitudes that enable their students to express themselves comfortably is one of the most important factors that would eliminate the obstacles hindering creativity [ 32 ]. In the findings of the study conducted by Yenilmez and Yolcu [ 10 ] regarding the attitudes of teachers in classes on the promotion of creative thinking skills in children, it was stated that children should be given the opportunity to express their thoughts, and that their thoughts should be respected.

It has been emphasized that families should contribute as much as possible during in class and out of class activities. Supporting the child strongly both in the home and at school is a very important factor that accelerates the development of creativity. Chatting to the children about activities during out of class activities, and asking them open-ended questions about the process may enrich their thinking and their mind. Making suggestions to the family to have this point of view while communicating with the child may give the children an opportunity to enhance their creativity throughout the day. The teachers stated opinions which show that if families participate actively during this process, they may provide positive contributions to the child.

Mutlu and Aktan [ 33 ] stated that educational programs which are directed towards thinking, and with which the teacher, family and children support and complement each other during preschool education should be prepared. The preschool teachers participating in the study also stated that creativity and creative thinking play an important role in activities which the families do with their children.

It is important to include activities that address different senses for activities conducted in the class, and getting the attention of children. In a study conducted earlier [ 8 ] it was found out that a teacher needs to discover the different traits of children by observing them carefully, act as a role model for the child with her / his character, and include music, art, language and game activities in the daily plan that will develop and promote the child’s creativity.

It was stated by teachers and teacher candidates that the preschool educational has a structure that gives the chance to promote creative thinking. The preschool educational program is defined as a child-centred and flexible program which places prominence on research and discovery, and which offers children different activities for learning. The program is a developmental program which places emphasis on creativity as well as family education and family participation [ 7 ].

Teachers and teacher candidates expressed that the flexible structure of the preschool educational program enables them to plan according to the individual traits of children and offers the child more freedom. The fact that the program is student- centred may enable the child to display more creative outcomes.

In a research which was conducted to find out the achievements and the indicators in the program in relation to the skills of the 21 st century, it was emphasized that 5 achievements within a total of 21 in the cognitive delopment part were found to be in relation with the skills of the 21 st century. Similarly, 18 indicators among a total of 113 indicators were found to be in relation with skills of the 21 st century. It was stated that 7 of the achievements in the social- emotional development, 5 items in the cognitive development, and 4 of the items in the achievements in linguistic development were parallel to the skills of the 21 st century. It is stated that the highest achievements in relation with the skills of the 21 st century are the achievements in social- emotional development [ 34 ].

It is also aimed to find out the opinions of teachers and teacher candidates for developing creativity and creative thinking in children, tries to evaluate the opinions of participants using a holistic perspective within the context of the preschool educational program. The following suggestions are made based on the findings of the study:

• Problem solving situations that may enable students to display their creativity should be provided.
• Families should participate more in children’s educational process.
• Teachers should include more activities that strengthen the individual traits of children.
• Resources should be provided to teacher candidates to enhance awareness for promoting creativity in the preschool stage.
• Teachers should develop attitudes that are not traditional in the activities conducted with children, and when communicating with the children, as well as taking individual differences into consideration.

As the study was conducted during the Covid-19 pandemic, there was less interaction between the researchers and the participants. Thus, this situation is considered to be the greatest limitation of the study.

Acknowledgments

This article was written based on the master’s thesis titled ‘The Study of the Opinions of Preschool Teachers and Teacher candidates on the Promince and Promotion of Creativity in the Preschool Stage‘ which was prepared by Yeşim Yılmaz under the supervision of Assistant Professor Yakup Yıldırım in 2021, at Akdeniz University, Institute of Educational Sciences.

Funding Statement

The author(s) received no funding for this work.

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by Little Sunshine's Playhouse and Preschool

The Importance of Play in Early Education: A Key to Childhood Development

At Little Sunshine’s Playhouse and Preschool®, we believe play is the work of childhood. As a cornerstone of our Reggio Emilia-inspired curriculum, we understand the importance of play in early childhood development. Through various forms of play, children acquire fundamental skills and knowledge that lay the groundwork for future achievements.

By engaging children in play, we stimulate cognitive, physical, and emotional growth. Through play, children hone problem-solving skills, improve motor skills and enhance emotional well-being. The significance of play in early education cannot be overstated. When children are engrossed in play, they’re more likely to retain information, develop a love of learning, and foster creativity and imagination.

Play also plays a pivotal role in the development of social skills. Through play, children learn to take turns, negotiate, cooperate, and resolve conflicts—skills essential for building relationships and developing empathy.

Creating a play-rich environment is vital to our mission. We provide a variety of play materials and opportunities, including open-ended toys, art supplies, outdoor play spaces, and structured play activities. By offering a diverse range of play experiences, we support children’s holistic development and foster a love for learning.

The Role of Play in Preschool: Why it Matters for Child Development

Play is not just about fun—it’s a fundamental part of the educational journey. The importance of play in early childhood development is immense. Through play, children gain skills and knowledge that set the stage for future success.

Whether through building with blocks, solving puzzles, or engaging in pretend play, cognitive abilities are honed as children explore, experiment, and imagine. Play is the work of childhood, nurturing social skills such as sharing and cooperation, allowing children to express emotions, develop empathy, and build relationships.

Play also promotes physical activities that develop gross and fine motor skills. Whether running, jumping, climbing, or manipulating toys, children strengthen their muscles, improve coordination, and enhance their overall physical abilities through play.

At Little Sunshine’s Playhouse and Preschool®, we understand the importance of play in early education. Our products encourage play-based learning, supporting holistic development.

Play in Preschool: Facilitating Learning and Boosting Creativity

Play is a critical component of our educational approach. It supports various aspects of learning and development, including language development. Through play, children experiment with words, sounds, and gestures, expanding their vocabulary and communication skills.

Play-based learning activities promote learning in an interactive manner. For example, building blocks teach spatial awareness and mathematical concepts, while art activities encourage creativity and self-expression, all while developing fine motor skills.

Furthermore, play enhances problem-solving skills. Open-ended play presents opportunities for critical thinking, decision-making, and problem-solving. It also cultivates creativity and innovation, encouraging children to think creatively and generate new ideas.

Unleashing Creativity and Imagination Through Play

Imaginative play is a central part of our curriculum, fostering children’s creativity and imagination. It offers numerous benefits contributing to overall development.

Through pretend play, children can step into different roles, developing empathy and understanding different perspectives. This helps to build social skills and deepens their understanding of others.

Encouraging creativity in early education is crucial for enhancing a child’s problem-solving skills. Imaginative play often presents challenges that require creative solutions, enhancing their critical thinking abilities.

Open-ended play materials, such as blocks and art supplies, promote creativity and imagination. Unlike toys with specific functions, open-ended play materials encourage children to use their imagination and create their own narratives, enhancing their creativity and self-expression.

Play in Preschool: Impact on Social Skills Development

Play is a critical factor in social development. Through play, children build social connections, develop empathy and cooperation, and learn how to resolve conflicts positively.

Play allows children to interact, communicate, and form relationships, providing a platform for them to practice social skills such as sharing and taking turns.

Imaginative play or role-playing activities foster empathy, helping children develop a sense of compassion towards others. Cooperative play, such as building blocks or team sports, teaches the importance of working together, sharing responsibilities, and achieving common goals.

Play provides a safe space for children to learn conflict resolution skills. They learn to express their thoughts and feelings, listen to others, and find mutually agreeable solutions. Through play, children develop important social skills applicable in various real-life situations.

At Little Sunshine’s Playhouse and Preschool®, we understand the importance of play in early education. Our toys and games promote imaginative, cooperative, and conflict-solving play. We aim to support children’s social development while providing endless opportunities for fun and learning.

Crafting a Play-Rich Environment in Early Education

Creating a play-rich environment in early education is essential for children’s holistic development. By designing play spaces, selecting age-appropriate play materials, and integrating play into curriculum planning, we can create an environment that promotes learning through play.

Designing play spaces involves careful consideration of the layout and arrangement of the classroom or play area. It’s important to provide play zones catering to different types of play.

Choosing age-appropriate play materials ensures children can fully engage and benefit from their play experiences. For example, infants and toddlers may benefit from toys that encourage sensory exploration and motor skill development, while preschoolers may enjoy puzzles, pretend play props, and building sets that promote cognitive and social skills.

Integrating play into curriculum planning allows for seamless incorporation of play-based activities into daily lessons. By aligning play experiences with learning objectives, we can enhance children’s understanding of academic concepts while fostering their social and emotional development.

At Little Sunshine’s Playhouse and Preschool®, we understand the importance of play in early education. Our range of educational toys and materials are designed to support play-based learning and provide enriching experiences for children, nurturing curiosity, creativity, and critical thinking skills.

For more on play-based learning, check out the following articles:

Play-Based Learning

The 6 Stages of Play

The Surprising Benefits of Imaginative Play

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• Reader’s Digest
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The art and science of integrated marketing

Creativity is the lifeblood of integrated marketing. it's what captures attention, sparks the imagination, and inspires action..

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In today's fast-paced and hyper-connected world, the landscape of marketing has undergone a profound transformation. With consumers bombarded by a constant stream of messages and advertisements, brands must find innovative ways to cut through the noise and capture their attention. Enter integrated marketing – a powerful approach that combines the art of creativity with the science of strategy to deliver impactful campaigns that resonate with audiences on multiple levels.

At its core, integrated marketing is about more than just promoting products or services; it's about crafting cohesive and consistent brand experiences across multiple channels and touchpoints. It's about telling a compelling story that engages consumers emotionally while also driving tangible business results. Achieving this delicate balance requires a harmonious blend of creativity and strategy – two seemingly disparate elements that, when brought together effectively, have the power to elevate a brand to new heights.

Mrs. Shweta Tanwar Mukherjee, partner/head - social media, content & PR, Sociallknot has shared her insights on integrated marketing.

Creativity is the lifeblood of integrated marketing. It's what captures attention, sparks the imagination, and inspires action. From captivating visuals to compelling narratives, creative elements are essential for creating memorable brand experiences that leave a lasting impression on consumers. Whether it's a witty social media campaign, an immersive experimental event, or a visually stunning advertisement, creativity is what sets brands apart. It helps them stand out in a crowded marketplace.

However, creativity alone is not enough. Without a solid strategic foundation, even the most innovative campaigns can fall flat. This is where the science of integrated marketing comes into play. Strategic planning, data analysis, market research, and consumer insights are all essential components of a successful integrated marketing strategy. By leveraging data and analytics, brands can better understand their target audience's needs, preferences, and behaviours, allowing them to tailor their messaging and tactics accordingly.

But perhaps the true magic of integrated marketing lies in the synergy between creativity and strategy. When these two elements work in tandem, they have the power to create something truly remarkable – campaigns that are not only visually stunning and emotionally resonant but also highly effective in driving business outcomes. It's about striking the perfect balance between art and science, intuition and analysis, emotion and logic.

Achieving this balance requires collaboration across disciplines – creative teams working hand in hand with strategists, analysts, and marketers to bring ideas to life in a way that is both compelling and strategic. It also requires a willingness to experiment, take risks, and push boundaries – to challenge conventional thinking and explore new possibilities.

In the end, integrated marketing is about more than just selling products or services; it's about building meaningful connections with consumers, fostering brand loyalty, and driving long-term growth. By embracing the art and science of integrated marketing, brands can create experiences that resonate deeply with their audience, leaving a lasting impression and driving real business impact.