Microsoft Word lilly creativity (early childhood) done docx

WHAT IS PROMISING: 
Creative Instructors
The more parents and teachers know about creativity and how to model it, the more they can 
promote creativity regardless of domain. Creative teaching is improvisational, yet intentional 
(Bramwell et al., 2011; Sawyer, 2003). In a study assessing the effect of creative movements 
during children’s daily physical education on children’s overall creativity, results suggest 
creative movement alone was insufficient in promoting creativity, and the need for a creative 
instructor to help develop this process among children is crucial (Cheung, 2010). Instructors 
initially encouraged children to learn a basic movement skill, then provided them with the 
opportunity to use the skill in creative ways as a means of communication and self-expression, 
however without the mentors’ creative guidance, many children result to imitation (Cheung, 
2010). Therefore, the creative instructor becomes a crucial component in the promotion of early 

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childhood creativity. The creative teacher has high levels of physical energy, is of above average 
intelligence, has a playful sense of humor, and is passionate about their interests. They appear 
curious, independent, complex, artistic and open-minded with a deep motivation and drive to 
teach and a strong intuitive nature (Lilly & Bramwell-Rejskind, 2004). 
Similar results were discovered with regard to promoting children’s musical 
creativity. In a study exploring the (1999-2000) curriculum change in Hong Kong, Lau (2006) 
discovered the significant role of educators in early childhood education of creativity. Focusing 
on musical creativity in three case studies of Hong Kong kindergarten classrooms, fostering 
creativity was dependent on the understanding of the teacher of the four key areas of creativity 
(the environment or press, person, process and product). Lau also emphasized teachers/parents 
setting children’s creativity free when engaging in creative activities rather than directing, 
rehearsing, or controlling performance. Lau (2010) proposed three suggestions for educators 
looking to enhance the musical and overall creativity in children: make room for play, provide 
time and environments rich with resources, and scaffold children’s musical play. Similarly, an 
additional ethnographic study of two kindergartens in China supports the idea that the 
development of creativity depends on teachers’ interpretations of cognition, the relationship 
between culture and cognition and cultural interpretation of creativity (Ang et al., 2009). 
Teachers can reinforce young children’s potential creativity by encouraging their belief in 
their ability to succeed (Sternberg, 2003). The most creative individuals are those who are 
intrinsically motivated and their ability to imagine success while doing work that they love will 
help foster that creativity. Teachers can do this by asking children to demonstrate a special talent 
or ability for the class and explain it doesn’t matter what they do (within reason), only that they 
love the activity (Sternberg, 2003). Recognizing the myths surrounding creativity is also an 

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important step for instructors in acknowledging that all students have the capacity for creativity. 
Also, teachers need be self-aware and take a careful look at curriculum and personal preference 
for certain intellectual styles so they do not constrain creative potentials in children (Plucker, 
Waitman, Hartley, 2011).