THE CLASSROOM ENVIRONMENT AND ITS ROLE IN FOSTERING CREATIVITY IN EARLY CHILDHOOD EDUCATION

Saleh Gulnaz; Naz Nuzhat

Authors

Gulnaz Saleh MPhil Scholar, College of Education, Ziauddin University, Karachi, Sindh, Pakistan.
*Dr Nuzhat Naz Assistant Professor, College of Education, Ziauddin University, Karachi, Sindh, Pakistan (Corresponding Author).

Keywords:

Psychosocial Classroom Climate; Fostering Creativity & Divergent Thinking; Early Childhood Education; Play & Physical Based Learning; Psychosocial Classroom Climate.

Abstract

The study examined the role of classroom environment in fostering creativity of children in early childhood education. Creativity as a competency has been emphasized in several educational policies as a key twenty-first-century skill that should be fostered in children from an early age. However, the classroom environment rarely promotes creativity due to its overemphasis on instructional-centered practices and materials. The present study was carried out using a mixed-methodology research design. The study used questionnaires and classroom observation checklists with selected early childhood education teachers and caregivers to obtain quantitative data. In addition, the study used interviews and focus group discussions to obtain qualitative data. The data collected were analyzed both thematically and quantitatively. The study established that classroom factors such as room arrangement, provision of materials, teacher’s role and classroom climate predict the levels of creativity of children. The study recommends that appropriate classroom environments should be utilized to foster creativity in early childhood education and that teachers need to be trained on how to facilitate creativity in the classroom.

DOI: https://doi.org/10.5281/zenodo.22120901

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