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Playfulness and Longitudinal Development in Creative Thinking Processes and Academic Skills among Kindergarten Children

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Title: Playfulness and Longitudinal Development in Creative Thinking Processes and Academic Skills among Kindergarten Children
Language: English
Authors: Wing Kai Fung (ORCID 0000-0002-9539-4748), Kevin Kien Hoa Chung (ORCID 0000-0002-8105-7361)
Source: Journal of Creative Behavior. 2025 59(4).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 9
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Longitudinal Studies, Play, Creative Thinking, Academic Ability, Kindergarten, Young Children, Foreign Countries, Mathematics Skills, Mathematics Activities, Creative Development
Geographic Terms: China
DOI: 10.1002/jocb.70074
ISSN: 0022-0175
2162-6057
Abstract: This study examined the longitudinal relationships between children's playfulness, creative thinking processes, and academic skills. Participants were 150 Chinese kindergarten children (52.7% boys; Time 1 age range = 4-5 years) and their parents. At Time 1, the parents reported demographic information and rated children's playfulness (social and cognitive spontaneity) by completing the questionnaire. Children were administered behavioral measurements of creative thinking processes (convergent and divergent thinking), Chinese word reading, and mathematics skills (forward counting, backward counting, number word comparison, arithmetic addition, and arithmetic subtraction). One year later, at Time 2, children completed the same behavioral assessments again. Results from a path analytic model revealed that the indirect relationship between playfulness at Time 1 and mathematics at Time 2, mediated through convergent thinking at Time 1, was positive and significant. Moreover, children's convergent thinking and mathematics skills reciprocally predicted each other. These findings suggest that playful kindergarten children might display better creative thinking and academic skills over time. Furthermore, the results highlight how encouraging children's playfulness and implementing play-based mathematics activities may nurture their creativity and academic skills.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493909
Database: ERIC
FullText Text:
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  Data: Playfulness and Longitudinal Development in Creative Thinking Processes and Academic Skills among Kindergarten Children
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  Data: <searchLink fieldCode="AR" term="%22Wing+Kai+Fung%22">Wing Kai Fung</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9539-4748">0000-0002-9539-4748</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kevin+Kien+Hoa+Chung%22">Kevin Kien Hoa Chung</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8105-7361">0000-0002-8105-7361</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Creative+Behavior%22"><i>Journal of Creative Behavior</i></searchLink>. 2025 59(4).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 9
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Creative+Thinking%22">Creative Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Ability%22">Academic Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Activities%22">Mathematics Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Creative+Development%22">Creative Development</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
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  Data: 10.1002/jocb.70074
– Name: ISSN
  Label: ISSN
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  Data: 0022-0175<br />2162-6057
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examined the longitudinal relationships between children's playfulness, creative thinking processes, and academic skills. Participants were 150 Chinese kindergarten children (52.7% boys; Time 1 age range = 4-5 years) and their parents. At Time 1, the parents reported demographic information and rated children's playfulness (social and cognitive spontaneity) by completing the questionnaire. Children were administered behavioral measurements of creative thinking processes (convergent and divergent thinking), Chinese word reading, and mathematics skills (forward counting, backward counting, number word comparison, arithmetic addition, and arithmetic subtraction). One year later, at Time 2, children completed the same behavioral assessments again. Results from a path analytic model revealed that the indirect relationship between playfulness at Time 1 and mathematics at Time 2, mediated through convergent thinking at Time 1, was positive and significant. Moreover, children's convergent thinking and mathematics skills reciprocally predicted each other. These findings suggest that playful kindergarten children might display better creative thinking and academic skills over time. Furthermore, the results highlight how encouraging children's playfulness and implementing play-based mathematics activities may nurture their creativity and academic skills.
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  Data: EJ1493909
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RecordInfo BibRecord:
  BibEntity:
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      – Type: doi
        Value: 10.1002/jocb.70074
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
    Subjects:
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Play
        Type: general
      – SubjectFull: Creative Thinking
        Type: general
      – SubjectFull: Academic Ability
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: Mathematics Activities
        Type: general
      – SubjectFull: Creative Development
        Type: general
      – SubjectFull: China
        Type: general
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      – TitleFull: Playfulness and Longitudinal Development in Creative Thinking Processes and Academic Skills among Kindergarten Children
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            NameFull: Wing Kai Fung
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            NameFull: Kevin Kien Hoa Chung
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            – D: 01
              M: 12
              Type: published
              Y: 2025
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