Microsoft Word lilly creativity (early childhood) done docx

 
Parenting
Carl Roger’s Humanistic Theory (1954) explaining psychological safety and freedom is 
paramount according to Harrington, Block and Block (1987). Their study focused on child-
rearing practices that may promote the development of such factors. The Child-Rearing Practices 
Report (CRPR) was formed through descriptions provided by parents, which were later 
organized using Roger’s description of a creative-fostering environment. Items in the CRPR 
consisted of “My child and I have warm, intimate times together” and “I encourage my child to 
be curious, to explore and question things.” The study confirmed that children will develop a 
higher creative potential if raised by parents who promote psychological safety and freedom in 
their child-rearing practices (Harrington, Block & Block, 1987). Kemple and Nissenberg (2000) 
discuss the various ways in which family-life can affect children’s creativity, promoting a closer 
relationship between educators and parents in order to foster a better environment for the 
development of children’s creativity. 
Families and Enriched Environments
Parents can promote creativity by maintaining an enriched home environment for children. 
Enriched is characterized by books and multitudes of other intellectually stimulating resources. 
This also includes child-centered families in which parents spend a vast amount of time, energy 
and resources on developing their children’s interest and enriching their experiences by holding 
serious discussions with them and taking them to interesting places such as museums, zoos, and 
theaters (Kohanyi, 2011). Research suggests that an authoritative style of parenting characterized 
by the presence of both boundaries and flexibility is most common among creative achievers’ 

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parents. These parents also tend to be financially and culturally privileged allowing for a broader 
spectrum of resources and experiences available to the potentially creative child. While parents 
of high social economic status (SES) and education level can provide for these privileges to 
foster the creative potential in their children it does not predispose one to become creative 
(Kohanyi, 2011). In fact, research suggests creative children are likely to experience more 
tribulations than their equally bright but less creative peers. However stress alone is not 
conducive to creativity; stress accompanied with support in the form of attentive siblings, 
relatives or friends, if not parents is the more likely contributor suggesting a balance between 
challenge and support is best for the development of creativity (Kohanyi, 2011).