ABSTRACT
This chapter discusses the underlying knowledge and understanding of a creative pedagogy in early childhood education and care (ECEC). There are different views and theories of creativity in Western literature, where psychologists have studied it for decades by developing a variety of tests to assess creativity and creative potential in individuals, with others providing evidence through research studies. In ECEC, it is strongly believed that children are naturally creative and in them the manifestation of creativity is at its highest. Concerns over the demise of creativity, in both teaching and learning in ECEC, have been voiced. Y. S. Lin describes a framework for creative pedagogy as practice that features creative teaching, the objectives and pedagogical strategies of teaching for creativity, and a practice that encourages children’s creative and active learning. Lin argues that creative learning is an important feature of creative pedagogy and that neglecting it would most likely result in difficulties in fostering creativity amongst children.
