Teaching for creativity : exploring opportunities to teach for creativity in early childhood education in Malta

Abstract

The aim of this study was to explore teaching practices which Maltese Year 1 and Year 2 teachers engage in when teaching for creativity. Two main research questions were asked: i) What practices do Maltese Early Childhood Educators engage in when teaching for creativity within the research school? ii) What barriers to teaching for creativity can be identified within the school? After reviewing the extant literature and identifying a relevant conceptual framework, a case study within a Maltese State School was designed. This case study comprised of two stages. The first stage involved document analysis, whereby the Schemes of Work for Year 1 (age 5 years) and Year 2 (age 6 years) were examined. These determined the extent to which creativity is being taught in practice at the selected school. During the second stage, 3 Year 1 and 3 Year 2 teachers were interviewed, together with the Head of School and an Education Officer for the Early Years, with a total of 8 interviewees. The findings suggest that while in theory teachers view creativity positively, classroom opportunities to develop it are generally lacking, with only a few of its aspects being effectively considered in practice. A number of challenges leading to this creativity gap’ emerged from the interviews, namely the quality of professional training and a fragmented education system. It is recommended that early childhood educators are provided with a holistic support system to teach for creativity, integrating professional training, school-based support and policy-level support.