How could creativity potentially impact on Primary Education?

Emily Vaughan
Blog Task
How could creativity potentially impact on primary education?
Creativity is key for children and young people in primary education as this is what they would be using throughout their education in school. Creativity is known by using imagination and generating new ideas to one another from their own knowledge or ideas that may be new and unusual. Problem solving links in with the application of using their own knowledge to come up with a situation. Some theorists such as Koestler, A (1964) quote that defining creativity is ‘the ability to make connections between previously unconnected ideas.’ However, NACCE, (1999) argues that ‘Creativity as, imaginative activity fashioned so as it produce outcomes that are both original and of value.’
According to Feist, G.J. (1998) ‘In the past creativity was the realm of psychologists and innovation was more the domain of economists however, we now look at them as a related and interwoven idea.’ He also mentions that teachers transform reading and writing for children into something without emotion or without invention, without the creativity but using repetition.  Innovation refers more to changing the way in which things are done but both are treated as synonymous. They both link in with one another as they both have the same meaning but are known as other words for one another or phrases in the same language. Creativity can be over used and considered to be a main set in education but Simonton’s, D.K (2000) believes that ‘creativity is what makes us productive, adaptive and efficient it would appear that creativity should not be considered optional or to be at the expense of other educational aims but should be clearly interwoven.’ Children and young people in education should have creativity embedded throughout all their activities to maintain their imagination within every topic.
Over the last few years creativity has been known to be on a more increased level of interest in research through education. Craft, A (2001) has identified interest in research into creativity as going through the different phases and how creativity has increased over many years this was rooted in a social psychological framework, with influence by theorists such as Gardner, H 1993 and Sternberg, R.J (2001) as the focused on the creative mind in terms of intelligence.
Creativity impacts children’s education as Malaguzzi, L (1987) says ‘that by telling  children to discover the world already there and that work and play reality and fantasy science and imagination sky and earth dreams are things that do not belong together.’
Jeffrey, B and Woods, P (2003) but also Cremin, T Barnes and Scoffham, (2009) saw creativity practices grow through characterised within the early 21st century in primary education. Stemming, (1999) this was advocated creativity and arts for them all, a decade of policies encouraged with cross curriculum creativity and how creative teaching strategies were taught.  Ofsted, (2006) was researching how creativity and creative partnership raise aspirations and standards. This was studied within partnership which was revealed pedagogic characteristics of external parties a distinctive but also working with children to support them to realise their different ideas.

 Reference list:

Craft, A. (2001) “Little c Creativity” in Craft, A., Jeffrey, B. & Leibling, M. Creativity in
Education; London; Continuum. Accessed (20th November)
Cremin, T., Mottram, M., Collins, F., Powell, S. and Safford, K. 2009. “Teachers as readers”. Literacy, 43 (1), pp. 11-19. Accessed (20th November)

Feist, G.J. (1998) ‘A meta-analysis of personality in scientific and artistic creativity’.  Personality and Social Psychology Review, 2(4), pp.290-310. Accessed (20th November)


Gardner, H. (1993) Seven creators of the modern era. In Brockman, J (Ed),Creativity (28-47). New York: Simon &Schuster. Accessed (20th November)

Jeffrey, B., and Woods, P. 2003. The creative school. London: Routledge Falmer. Accessed (20th November)

Koestler, A. (1964)  The act of creation.  London: Hutchinson & Co: Accessed (20th November)

Malaguzzi, L. (1987). The hundred languages of children. The hundred languages of children (I cento linguaggi dei bambini. Exhibition catalogue), 16-21. Accessed (20th November)
N.A.C.C.C.E. (1999)  All our futures: creativity, culture and education. London: DfEE
Open University (2016) Available at: http://www.open.edu/openlearn/education/creativity-community-and-ict/content-section-2: Accessed (20th November) 

Ofsted. 2006a. Creative Partnerships: Initiative and impact (HMI 2517). www.ofsted.gov.uk/publications/2517 (12.04.11). Accessed (20th November)

Simonton, D.K. (2000). Creativity. Cognitive, personal, developmental, and social aspects. American Psychologist, Vol. 55:151-158. Accessed: (20th November)

Sternberg, R. J. (2001). What is the common thread of creativity? Its dialectical relation to intelligence and wisdom. American Psychologist, Vol.56:360-362. Accessed (20th November)


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