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

• Main Authors: Hyunjung Cho, Cynthia Lee Pemberton, Beverly Ray
• Format: Article
• Language: English
• Published: Arizona State University 2017-03-01
• Series: Current Issues in Education
• Subjects: creativity; supports; barriers; early childhood teacher education; preservice education; standardized testing
• Online Access: https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1537

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