The study aimed to uncover the conceptions of creativity among early childhood teachers in Hong Kong. The sample comprised 563 early childhood teachers. Factor analysis supported the multidimensional hypothesis of teachers’ conceptions of creativity. Five dimensions were found: novelty, product, problem solving, cognitive processes and personal attributes. Early childhood teachers in Hong Kong ascribed high importance to these dimensions as deﬁning characteristics of creativity, with a person’s cognitive processes and personal attributes being ascribed relatively more important while product as relatively less importance. In particular, imagination, multiple perspectives and curiosity were perceived as very important concepts of creativity. Teachers with different teaching backgrounds shared very similar conceptions of creativity. Signiﬁcant results were found with regard to product only. The ﬁndings have implications for early childhood teacher education programmes and professional development in Hong Kong. Copyright © 2012 Taylor & Francis Group, an informa business.
CitationCheung, R. H. P., & Mok, M. M. C. (2013). A study of early childhood teachers’ conceptions of creativity in Hong Kong. Educational Psychology, 33(1), 119-133.
- Early childhood teachers
- Hong Kong