TEACHER CREATIVITY ON EARLY CHILDHOOD DEVELOPMENT
TEACHER CREATIVITY ON EARLY CHILDHOOD DEVELOPMENT
BACKGROUND OF THE STUDY
Adult creativity is highly recognised in contemporary society. Personal creativity contributes to inventiveness, invention, social and cultural transformation as well as political development and economic progression.
Creativity is both a skill set and a distinct and individual personality structure that is established during childhood and fine tuned throughout adolescence and age.
Education has a significant function to play in its development. Positive creativity-inspiring experiences at every stage of the educational journey are essential. This is
notably true in both early childhood and the infant primary classes. Educators who rise to the creativity challenge will be amply rewarded in rich teaching experiences and the delight of watching students fulfil their creative potential in supportive and integrated learning environments.
Children develop cognitive and sensory learning through interaction with creative activities and that it is crucial that they are afforded an opportunity to connect with their creativity in the early stages of their education (Chapman, 2008).
Arnold (2011) and Bruce (2012) agree with this line of thought, meaning that it is interaction with creative activities that helps children's developing ability to think of new ideas, communicate them, recognise challenges and problem solve.
Donahoe and Gaynor (2007) feel that activities that increase creativity and imagination are what lead to youngsters embracing different kinds of thinking that in turn leads them to innovation via the processing of unique ideas and experiences.
Robinson (2001) argues in her contribution that we do not grow into creativity, but that it is present in early life and that we are taught out of it. From all of these perspectives, it is clear that encouraging creativity in children is a critical step in the development of creative thinkers and innovators in adulthood.
Marzollo and Lloyd (2012) argue that if creativity is not engaged with throughout the naturally creative childhood years that it is not something that can subsequently be nurtured in later life.
Bamford (2005) and Burke (2005) both write that the pleasure factor in creativity or children's enjoyment of the creative experience is a key component in their learning and in the nurturing of their innate creative abilities with their desire to engage more and more with creativity and thus become more and more creative.
With our recognition of children's natural creative capacity, it becomes critical to engage them with creative teachers who will assist them in expressing their creativity as well as their social, mental,
and academic development through the various domains of learning. As a result, this study examines the impact of teachers' creativity on early childhood development.
STATMENT OF THE PROBLEM
Many people have criticised the educational system for being excessively rigid and not allowing for originality in teaching style and pedagogy.
Inflexibility in adhering to established rules in teaching and learning in our educational institutions has hampered creativity in learners and even teachers.
In their 2009 study, Naiman and Markovik discovered that early childhood teachers' creativity scores were alarmingly low.
The teachers were tested on improvisation, educational innovation and integration, class control, and child involvement by the researchers. Bales (2012) reached a similar conclusion, concluding that early childhood teachers are excessively rigorous and that school leadership should relax pedagogy,
allowing teachers to be more creative. In his investigation, Bales discovered a significant association between teachers' ceativity and that of the pupils.
If more progress is to be made in the arts, sciences and the world of commerce, creativity would undoubtedly be an important facilitating instrument, or else our society would continue to develop only at a crawling pace;
and this creativity would need to fostered in individuals from their early years, through the hands of capable teachers.
PURPOSE OF THE STUDY
The primary goal of this study is to use a survey research design to analyse the impact of teachers' creativity on early childhood development. This study specifically seeks to:
examine the impact of a teacher's creativity on the cognitive development of youngsters.
Examine the influence of teacher's creativity on children's social development
Investigate the impact of a teacher's creativity on the emotional development of children.
During the course of this project, the following research issues will be addressed:
Is there an effect of a teacher's creativity on the cognitive development of children?
Is there an impact of a teacher's creativity on the social development of children?
Is there an effect of a teacher's creativity on the emotional development of children?
During the course of this study, the following research hypotheses will be tested:
The inventiveness of the instructor has little effect on the cognitive development of youngsters.
The inventiveness of teachers has no effect on the social development of youngsters.
There is no effect of a teacher's creativity on the emotional development of youngsters.
SCOPE OF THE STUDY
This study's scope is the impact of teachers' creativity on Early Childhood Development in Mushin Local Government. It is restricted to 50 early childhood educators.
The impact of instructors' creativity on young children's development
The descriptive survey method of research.
Chi-square statistical method was used with a questionnaire distributed to 50 early childhood teachers in the Bariga Local Government.
SIGNIFICANCE OF THE STUDY
This study would be a valuable source of empirical information for Early Childhood Education stakeholders on the value of creativity as represented in the teaching and learning process. It would highlight teachers' creativity and how they might use it to influence the development of children in their care.
OPERATIONAL DEFINITON OF TERMS
Creativity is defined as the ability to develop or recognise ideas, alternatives, or possibilities that can be used to solve issues, communicate with others, or facilitate teaching and learning.
Early Childhood Development: Children's progress in cognitive, emotional, and psychomotor domains of learning.
Early Childhood Education: Undergraduate university education that focuses on the formal education of children before they reach elementary school.