Browsing by Subject "luovuuskäsitys"

Creativity is seen as an important skill. Through creativity you are encouraged to selfthinking, flexibility and in to being innovative. Creativity is believed to increase happiness and capability of expressing thoughts and emotions. According to research, creativity can be either supported or isolated in different ways. Creativity is a challenging word because of its divergence. Before we are able to support children´s creativity, the term must be defined. Understanding the teacher´s perception on creativity is important since they directly influence the behaviour of children. This research was qualitative and the perspective was constructivist view. Four early education teachers participated in online survey. I interpret their answers through directed content analysis and tried to find the answer to how early education teachers see children´s creativity. Also, I examined from the teachers’ perceptions of how creativity can be supported or prevented. The results I received were consistent with previous studies. The teachers comprehended that creativity of the child consists motivation, self-confidence, curiosity and creating something new. Creativity was seen as a characteristic of every child. It appeared in play and in free action. Also peers were seen to have a motivating role for creativity. Conducive conditions for creativity were freedom, child-oriented activities, warm atmosphere, time and space. The teachers were able to influence these with their own actions. Motivation, play, self-expression, working together and child-oriented activities were the child is in an active role were tools in which teachers thought creativity could be supported. In contrast criticism, rush, passivity of children, restrictive action of adults and poorly organized learning environment were seen as obstacles for supporting creativity.