Providing open-ended objects, such as empty boxes and containers, can help generate creative play ideas because children can use the items in many ways. For example, a box can be a car, a telephone or a basket for carrying things.

This form of imitation and pretend play can help promote divergent thinking and enhance a child’s creativity.

Creativity involves both cognitive and emotional elements. A study found that the most effective training for stimulating creativity involves both cognitive and affective (emotional) attributes.

They best way to promote creativity is to follow the children’s lead and engage in what they are interested in. For creativity to flourish, learners must be actively involved in the process of their learning.

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3. Prentice, R. (2000). Creativity: a reaffirmation of its place in early childhood education, Curriculum Journal, 11, 2, 145–58.

When children control the investigation of knowledge, they have the opportunity and authority to be innovative.

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4. Jeffrey, B., & Craft, A. (2004). Teaching creatively and teaching for creativity: Distinctions and relationships. Educational Studies, 30, 77-87. doi:10.1080/0305569032000159750

Caregivers should give children a choice in determining what they want to investigate. Adults should also be encouraging and affirming of their experiences, their imagination and their evaluation.

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3. Prentice, R. (2000). Creativity: a reaffirmation of its place in early childhood education, Curriculum Journal, 11, 2, 145–58.

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