Promoting creativity in early childhood education

an educational environment which is based on rote learning and which is teacher- centred, promoting creativity and creative thinking is more difficult compared to a child-centred environment [16]. Teachers who can create a child-centred environment and processes in which the children can develop their creativity contribute to the development of the children in all aspects as well as playing a prominent role in the progress and development of the society in which the chil- dren live. Thus, along with the development of creativity and creative thinking, some inven- tions result in increase in production and the economic situation of the society. Similarly, life standards increase in a society which has a developing economy. Consequently, promoting creativity in a society which lacks productive skills can be difficult [17]. The technological infrastructure, knowledge and skills of integrating technology into teaching and learning prac- tices, and students’ creative skills of using technology is essential to promote higher thinking skills (i.e. creativity) [18]. Individuals who can think creatively become individuals who are open to change as they can adapt to the rapidly changing world. There is a positive correlation between the level of development in a country and the creativity and creative skills of the people in that society. In order to promote the development of a country, the development of creativity should be facili- tated by focusing on production and innovation in different areas [19]. The adaptive skills may

involve having cultural understanding of inclusive education, not only integrating children into the classroom, but also having a teaching program that will support children with special educational needs in creativity [20]. To promote creativity and creative thinking important skills for both the individual and the society, families and teachers have important roles. The family also has a prominence for developing creativity and creative thinking in children along with teachers. There are differ- ences between the educational backgrounds of families, and this may hinder creativity in some situations. Families may be asked to help children concerning this topic by offering training to parents and educating them on creativity and creative thinking [21]. It is seen that children whose creativity is supported in the family environment offer different ways of solutions while expressing their emotions and thoughts, discover new games, are curious and are interested in travelling and observation [16]. Teachers and families may offer opportunities to children to promote their creativity and creative thinking by considering the traits that preschool children display. As the way each individual shows her/ his creative potential, and the way this potential is supported may dis- play differences. The opinions of teachers and teacher candidates on how they discover and support the creativity of children is very important. Therefore the best way to understand these thoughts is to analyze the explanatory information they would express qualitatively. The

aim of this study is to determine the prominence of creativity in preschool education, to deter- mine the creative skills of children as well as making evaluations on what kind of studies should be conducted to develop creativity, and to determine methods and suggestions on developing creative thinking. For this purpose, answers were sought to the following questions: • Why are creativity and creative thinking important in preschool education? • What should we do to promote the creativity and creative thinking of children in the pre- school stage? • What are your in-class and out of class activities that you use to promote the creativity and creative thinking of preschool children? PLOS ONE Creativity in early childhood PLOS ONE | https://doi.org/10.1371/journal.pone.0294915 December 6, 2023 3 / 21