Assessing creativity in early childhood: How future teachers balance conformity and originality

Abstract

Creativity is an essential skill in contemporary education systems, particularly in early childhood, where it is stimulated by exploratory activities and the expression of thought through the creation of ideas or the production of new objects. However, its assessment remains a major challenge, particularly for future teachers, who have to reconcile the emergence of creativity with the requirements of training plans. This dual injunction reveals a hesitancy on the part of professionals regarding the definition of creativity and the ways in which its manifestations in students can be assessed.

This study explores how future teachers of early childhood integrate evaluation criteria measuring the development of creativity into their evaluation documents. It aims to understand which dimensions of the creative process and theoretical models, such as the 3Ps and the OECD Creative Assessment Grid, are mobilised in an evaluative context. Two hypotheses guided this work: (1) trainee teachers give priority to technical and observable dimensions, often to the detriment of the creative process, and (2) transversal aspects, such as originality and collaboration, are underrepresented.

To test these hypotheses, 153 evaluation documents produced by student teachers at the HEP Vaud were analysed using a specific grid. The study combined an analysis of proportions, correlations and a hierarchical classification of evaluation criteria.

The results reveal that emphasis is placed on technical and methodological criteria, such as respect for constraints and diversity of materials, while less tangible dimensions, such as originality and collaboration, are marginally taken into account. These trends reflect the systemic challenges involved in assessing creativity that is non-linear and exploratory in nature in early childhood. These initial elements are in line with previous research which emphasises the predominance of observable and measurable aspects of the evaluation of creativity, to the detriment of the creative process, which is more complex to identify. The study also highlights a preference for assessing individual performance to the detriment of more collaborative dynamics. This observation highlights the need to reassess the way in which creativity is understood and taught in teacher training programmes.

In conclusion, this research highlights the importance of equipping future teachers with tools to assess both tangible outcomes and intangible processes, paving the way for a balanced and effective approach to promoting creativity in young learners in a rapidly changing educational landscape.