Creativity and play in early childhood education: a socio-cultural perspective

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Published: Dec 13, 2016
DOI: https://doi.org/10.12681/dial.10570
Keywords:
play creativity early childhood education
Sofia Avgitidou
Professor, University of Western Macedonia
Abstract

Creativity has mostly been associated with a cognitive capacity linked with specific qualities of thought such as the production of new ideas, originality, imagination and flexibility during problem solving. This study highlights creativity within a socio-cultural theoretical perspective as displayed during children’s free play in early childhood settings. By employing a socio-cultural perspective, this paper questions: a) the ways in which children may be creative during free-play activities and b) the ways in which teachers’ values, organization of educational practice and classroom rules intervene in the opportunities and ways in which children express creativity during play. Ethnographic observations and interviews with the children and early childhood teachers took place in two early childhood settings, characterized by different teachers’ priorities, time and space organization of free play. Creativity and play are linked by identifying children’s meaningful and intended interactions to change the context of play (time, space, rules, scenaria) through either the adaptation of adult values and concerns or the construction of new meanings, forms and activities that add to the existing culture. The paper concludes with tentative proposals for teachers on how to recognize the potential of children’s creativity within play and support related opportunities.

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Author Biography
Sofia Avgitidou, Professor, University of Western Macedonia

Professor

Department of Early Childhood Education

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