Searching for creativity in the Portuguese preschool and basic education curricula

Abstract

Creativity has become an essential curriculum competence, playing a pivotal role in the successful response to the ever‐changing demands of contemporary society. Yet, its complex, dynamic, and multifaceted nature seem conflicted with the predominant quantitative and easy‐to‐replicate curricular goals, resulting in potential incongruence between educational aims, pedagogical activities, and students' creativity development. Aiming to contribute to this debate, we designed a qualitative study, based on a documentary analysis of the Portuguese preschool and basic education‐intended curricula (legislation, legal norms, guidelines, programs, opinions, and recommendations). From an initial set of 194 documents, 20 complied with our selection criteria. Key findings underline the difficulties in outlining a clear and comprehensive definition of creativity as a distinctive dimension of psychological development, with consequences in how creativity‐focused pedagogical activities are applied within the classroom. Although recent educational reforms have attempted to overcome these limitations, they appear restricted to arts and sports subjects. Our results highlight the need to develop curricula anchored in an approach to creativity as a unique opportunity for psychological development. By intentionally promoting creativity in the curriculum, students' sense of agency, identity, self‐knowledge, and determination can be engaged, ultimately enhancing the underlying complexity of their socio‐cognitive emotional structures.

Effectiveness of gamification and selection of appropriate teaching methods of creativity: Students’ perspectives

“…Teaching creativity is sometimes confused with creative teaching [ 57 , 58 ]. Teachers and students may have different conceptions of creativity [ [59] , [60] , [61] ], and learning outcomes can vary depending on the subject and student audience [ [62] , [63] , [64] , [65] ]. Generic teaching techniques that foster creativity may not be as appropriate for all domains [ 66 ], and teachers need more references to help select the appropriate teaching methods [ 67 ].…”