Dissertation Writing Help - Creativity in Early Childhood

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This study sought to investigate the extent to which Kindergarten Assistants in one particular school were promoting creativity in their daily activities while catering for the children's holistic development. Anecdotal evidence suggests that in the local context formal teaching starts from a very early age. The current study was an in-depth case study with five Kindergarten classes in a small state school. Forty-five classroom observations were conducted in five Kindergarten classes followed by semi-structured interviews with seven Kindergarten Assistants. The observations and interviews provided data to find out how creativity was perceived and promoted by the kindergarten assistants. The evidence from the observations was compared against the practitioners' perceptions. Results indicate that creativity was hardly ever being promoted in the Kindergarten classes observed. Children were engaged in repetitive tasks like colouring or pasting collage with strict control and instructions by the educator. Kindergarten assistants did not plan the activities beforehand and there was very little evidence of their interacting with the children. These practices could be due to lack of formal training of the adults both prior to and during their years of service. On a positive note, the kindergarten assistants admitted a willingness to have substantial training to help them in their work with the children