Exploring the perceptions of student teachers about 'creative school' in early childhood education

Abstract

Creative school environments use creative approaches in their curriculum, content, and teaching and learning. Considering that creativity is fostered by all elements of educational processes such as teachers, classrooms, and school environments, the purpose of the current study was to explore perceptions of Turkish student teachers in an early childhood education program about the concept of 'creative school' as a holistic system of creativity in early childhood. A case study design was used in the current study. Findings indicated that the student teachers described the 'creative school' as a space for active engagement, supporting inquiries of children through play-based activities, design of nature- and community-based schools, child participation and freedom of speech, and open-ended experiences. Moreover, descriptive analyses of drawings reflected the same or similar perceptions. Themes that emerged in the current study reflected the philosophy, curriculum, teachers, or children within a 'creative school'. Further, the importance of a creative school in early childhood education is discussed.