DISCOVERing and nurturing creative problem solving in young children: An exploratory study

Abstract

The purpose of this exploratory study of creative problem-solving characteristics of young children was to (a) determine whether the percentage of creativity-relevant behaviors declined, stayed the same, or increased as children entered school and progressed to the first grade (ages 4, 5, and 6) and (b) describe differences and similarities across the three ages and ten domains in the assessment. Using a playbased assessment with developmentally appropriate, flexible materials and activities that were engaging to young children, trained observers with tablet computers administered the assessments, took photographs and videos, observed problemsolving behaviors, entered the behaviors into a database, reviewed children's performance with others in talent groupings, and made decisions about children's strengths across the ten areas of ability. Across the talent areas, of the 29 behaviors included, the percentage of 18 creative problem-solving behaviors increased across the three years, 9 behaviors declined at age 5 and increased at age 6, and from age 5 to age 6, 4 behaviors declined. The patterns were different in different talent areas. Consistent with results of other studies of this age group, we concluded that agerelated development, teaching methods, culture, and other factors interact in the development of creative problem solving. The use of creativity-enhancing teaching methods can make a positive difference in children's development of creative problem solving.

Keywords

• Creative problem solving
• Creativity in young children
• Play-based assessment
• Talent development
• Profiles of strengths
• Creativity