View in EDS HTML Full Text PDF Full Text

Early Childhood Teachers' Beliefs About Creativity and Practices for Fostering Creativity: A Review of Recent Literature.

Saved in:
Bibliographic Details
Title: Early Childhood Teachers' Beliefs About Creativity and Practices for Fostering Creativity: A Review of Recent Literature.
Authors: Gao, Qianyi1 (AUTHOR) qianyi-gao@uiowa.edu, Hall, Anna2 (AUTHOR)
Source: Early Childhood Education Journal. Jan2026, Vol. 54 Issue 1, p297-306. 10p.
Subject Terms: *Early childhood education, *Teacher attitudes, *Scholarly peer review, *Effective teaching, *Creative ability, Cross-cultural studies, Empirical research
Abstract: Creativity is widely recognized as a crucial factor for both personal and social advancement. Given that the early years lay the foundation for future learning and development, fostering creativity during this period is of paramount importance. To facilitate and optimize creativity in the classroom, it is essential to understand teachers' conceptualization of creativity and their instructional approaches. This paper reviewed 20 empirical studies conducted in various cultural contexts over the past decade, focusing on early childhood educators' perceptions and beliefs about creativity and teaching practices for promoting creativity. The findings indicated that teachers generally have a shared understanding of the definition of creativity and recognize the importance of nurturing creativity in young children. However, several obstacles hinder their efforts to foster creativity in the classroom, including insufficient support from administrators and parents, as well as a lack of training and preparation for creative teaching practices. [ABSTRACT FROM AUTHOR]
Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 191072490
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Early Childhood Teachers' Beliefs About Creativity and Practices for Fostering Creativity: A Review of Recent Literature.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Gao%2C+Qianyi%22">Gao, Qianyi</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> qianyi-gao@uiowa.edu</i><br /><searchLink fieldCode="AR" term="%22Hall%2C+Anna%22">Hall, Anna</searchLink><relatesTo>2</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Jan2026, Vol. 54 Issue 1, p297-306. 10p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Scholarly+peer+review%22">Scholarly peer review</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Creative+ability%22">Creative ability</searchLink><br /><searchLink fieldCode="DE" term="%22Cross-cultural+studies%22">Cross-cultural studies</searchLink><br /><searchLink fieldCode="DE" term="%22Empirical+research%22">Empirical research</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Creativity is widely recognized as a crucial factor for both personal and social advancement. Given that the early years lay the foundation for future learning and development, fostering creativity during this period is of paramount importance. To facilitate and optimize creativity in the classroom, it is essential to understand teachers' conceptualization of creativity and their instructional approaches. This paper reviewed 20 empirical studies conducted in various cultural contexts over the past decade, focusing on early childhood educators' perceptions and beliefs about creativity and teaching practices for promoting creativity. The findings indicated that teachers generally have a shared understanding of the definition of creativity and recognize the importance of nurturing creativity in young children. However, several obstacles hinder their efforts to foster creativity in the classroom, including insufficient support from administrators and parents, as well as a lack of training and preparation for creative teaching practices. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191072490
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10643-024-01816-4
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 297
    Subjects:
      – SubjectFull: Early childhood education
        Type: general
      – SubjectFull: Teacher attitudes
        Type: general
      – SubjectFull: Scholarly peer review
        Type: general
      – SubjectFull: Effective teaching
        Type: general
      – SubjectFull: Creative ability
        Type: general
      – SubjectFull: Cross-cultural studies
        Type: general
      – SubjectFull: Empirical research
        Type: general
    Titles:
      – TitleFull: Early Childhood Teachers' Beliefs About Creativity and Practices for Fostering Creativity: A Review of Recent Literature.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Gao, Qianyi
      – PersonEntity:
          Name:
            NameFull: Hall, Anna
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Text: Jan2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 10823301
          Numbering:
            – Type: volume
              Value: 54
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Early Childhood Education Journal
              Type: main
ResultId 1