Creativity is one of humanity’s most prized assets. We revere the most creative people and celebrate their achievements with international prizes and recognition. We recognise the importance of creativity in our everyday lives, for example using our imagination to make things or solve problems. In the workplace, it is prized by many employers. Nevertheless, it fails to feature strongly in early years and primary education as part of national curricula, and its place in education appears to be far from certain.
A discussion about creativity in education nearly always includes questions such as how we might define creativity and whether it can be taught. Here, I define creativity as ‘a person’s ability to create something that is regarded by appropriately qualified people as new [/original] and of value’ (Jones and Wyse, 2013).
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