Play, Imagination, and Creativity: A Brief Literature Review

Abstract

What the ultimate goal for education is to help students develop their capabilities and in turn to maximize their potentials into practical uses in everyday life. In fact, teachers are critical resources at their disposal to facilitate maximum students learning experience and to release students' potentials in classrooms. It is believed that creativity is an important capacity for students to possess in order to face this fast-changing world. The purpose of current study is to review related literature on play, imagination, and creativity. By doing so, it is hoped to provide some useful insights for educators to bring those concepts into classrooms in terms of promoting creativity. Finally, several creativity strategies for facilitating creativity are discussed. The overall results of the literature review suggest that educators should bring play and imagination in their classrooms in order to encourage creativity.

Impact of personnel creativity on achieving strategic agility: The mediating role of knowledge sharing

“…The speed of changes in current environment along with hyper competitiveness requires internal readiness to react (response) to the change and nevertheless finding new methods of running businesses by competing sustainably, this is called Agility. First and foremost, a rich appreciative of the source and environment of creativity and strategic thinking of an individual should be addressed to reach SA (Tsai, 2012). Moreover, a variety of theorists stipulated that strategic success (and to have a greater chances of success) requires an exploration of the strategic thinking which in turn requires creativity and innovation.…”

Developing Resilient Agency in Learning: The Internal Structure of Learning Power

“…There is also substantial support in the literature for playfulness as a creative activity and process (Hennessey and Amabile, 1987;Saracho, 2002) which is a way of exploring ideas and testing alternative pathways for problem-solving (Tsai, 2012). It is also instrumental to seeing problems with a 'different lens', which is important in shifting paradigms and worldviews (Mumford, 1984).…”

Tri N (Niteni, Niroake, Nambahake) Dalam Mengembangkan Kreativitas Siswa Sekolah Dasar

“…11 Aspek sikap kreatif pada pembelajaran 3 diintegrasikan dalam kegiatan: (1) mampu melakukan inovasi dengan melengkapi, menyempurnakan, memperbaiki atau menambah dari karya atau ide yang telah ada, dalam; (a) memberikan ide saat memberi warna saat berubah. 22 Kreativitas tidak begitu saja terbangun pada diri anak, namun harus dibangun dan dikembangkan sedini mungkin. 23 Kegiatan yang dilakukan juga sudah sesuai dengan tahapan perkembangan anak pada umur 9-12 tahun anak dibiasakan untuk melakukan kegiatan yang mengasah kecepatan berpikir serta merasakan dengan halus dan kekerasan kemauan.…”