Abstract
Creativity is widely recognised as essential for navigating and thriving in a rapidly changing world. While traditionally framed as an exceptional trait, this study embraces the view that creativity is a universal potential inherent in every individual. It explores how this potential unfolds in early childhood through interactions with the learning environment, focusing on Montessori and play-based kindergartens in Kazakhstan.Using a mixed-methods design, the study employed the Torrance Tests of Creative Thinking (TTCT) to assess creativity outcomes and the Analysing Children’s Creative Thinking (ACCT) framework to observe the processes of creative expression in naturalistic settings.
Quantitative findings revealed no statistically significant differences in overall creativity scores between the two groups. However, qualitative analysis uncovered distinct patterns of creative behaviours. Montessori settings more supported the expressions of task-oriented, self-initiated creativity, while play-based environments fostered more imaginative and speculative thinking, particularly through social and symbolic play. In both settings, child-initiated activities were especially conducive to the expression of creativity.
This study underscores the importance of viewing creativity as a dynamic, context-dependent process shaped by the affordances of the learning environment. By illustrating how different pedagogical approaches enable varied expressions of creativity, the study offers insights for educators and policymakers seeking to cultivate creative potential in all children.
| Date of Award | 9 Dec 2025 |
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| Original language | English |
| Awarding Institution |
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| Supervisor | Elena Hoicka (Supervisor) & Simon P Brownhill (Supervisor) |
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