Creativity in early childhood education: Teachers’ perceptions in three Chinese societies

Exploring Creativity in Social Studies Education for Elementary Grades: Teachers’ Opinions and Interpretations

“…A previous study has shown that, in Taiwan, teachers' perceptions of creativity positively intensified in relation to curriculum design and teaching methods (Chien & Hui, 2010), while other studies highlighted that teachers' wealth of experience and skills in curriculum adaptation and design might be significant assets for schools in general (Craft, 2003;Kampylis, & Berki, 2014). A creative curriculum enriches children's knowledge about society through biographies, stories, and situations which challenge and stimulate their understandings of possible actions and ways of life in the world; It develops qualities and capabilities of empathy, creative problem-setting and problem-solving, and encourages higher order thinking skills (Woolley & Claire, 2015).…”

“…However, they don't look into biological, personality and cognitive factors although these variables of individual differences are also antecedent variables of young children's creativity. Teachers have a crucial role in establishing a classroom context facilitative to creativity education (Chien & Hui, 2010). The teacher's role is to promote discovery, suggest next steps, set the stage, facilitate, model, trust, accept child mistakes, treat children with dignity, instruct, manage, observe, evaluate, reflect and plan.…”

Creativity in 21st-century education

“…However, as Bowkett (2007) points out, although most of us have this mental capacity to be creative, for many it is never realised. Often, this is because teachers have difficulty recognizing creativity and they miss classroom opportunities, what Chien and Hui (2010) call the unexpected micro-moments of creativity.…”

“…Nor is the problem restricted to Western contexts. In Asia, Chien and Hui (2010), Hui and Yuen (2010) and Lin (2011) identify a lack of consistent rhetoric and practice in fostering creativity. It is a worldwide problem.…”

Design Guidelines of Residential Environments to Stimulate Children's Creativity

“…Psychologists have identified many cognitive factors related to creativity, such as divergent thinking (Guilford, 1950;Guilford, 1959), styles of thinking (Sternberg, 1997) and openness to experience (George and Zhou, 2001). Environmental factors involved in creativity have been studied from a socio-psychological perspective (Chien & Hui, 2010). The focus of creativity research has been on personal characteristics to the exclusion of potential contributions by the physical setting (Amiable, 1983;Barron, 1969;Guilford, 1968;MacKinnon, 1962;Stein, 1974;Torrance, 1966).…”