Work

Assessing creativity in early childhood: How future teachers balance conformity and originality

Year: 2025

Type: article

Abstract: Creativity is recognised as an essential skill in 21st century education systems (Taguma et al., 2018). Research shows that it is a central aspect of solving complex problems and adapting to social and technological transformations (Pearson, 2011; Treffinger et al., 2002). This recognition has led to a rise in the assessment of creativity in international education policies, as evidenced by the inclusion of creative thinking tasks in the PISA assessments (Bouckaert, 2023; Sayoran, 2022). Although numerous theoretical frameworks have been developed to conceptualise it (Barbot et al., 2022; Lubart et al., 2015), its concrete implementation in teachers' practices remains complex.

Source: Thinking Skills and Creativity

DOI: 10.1016/j.tsc.2025.102023

Authors: Guillaume Massy, John Didier, Maud Besançon

Institutions: Haute École Pédagogique du Canton de Vaud, Université Rennes 2, Laboratoire de Psychologie : Cognition, Comportement, Communication

Language: English

Topic: Creativity in Education and Neuroscience

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,730