Summary

This research focuses on the childrens creativity

in pretend play and the conditions for creativity
during high involvement in the day care. Their
creativity are studied from four points of view. Firstly,
as a zone for proximal development, secondly as a
skill, thirdly as a personal orientation and lastly as a
culturally shared environment creation.

The theoretical model is influenced by Vygotskys

ideas of creativity as cultural mediation. The results
highlight the importance of play both by sheer
volume and also by childrens involvement in it.
 Sample
Participants:- 380 children from Finnish
day-care centres and preschools

:- There were 195 boys and 181 girls

in
the sample (with four missing data
on
gender)
Method
Systematic Observation
Skill Evaluation
Procedures
a) The observations and child evaluations were done
independently from each other. The observer and
the
child evaluators had no access to each others data.

b) Observations were made in a natural setting during

the
childrens everyday activity and included many
differences between the groups the teachers
observed
videos of everyday situations, and the observation
categories were discussed one by one.

c) There were 8056 observations made between

 result
According to the educators (observer) creativity in
pretend play described 41.4% of the children did very
well, 35.4% of the children did well,15.8% of the
children somewhat, 6.1% of the children poorly and
only 1.3% of the children not at all.

We can say that the educators

evaluated the children to be quite creative in general
 Conclusion
Over 90% of the children were evaluated to be at least somewhat
creative in pretend play. However, there were also large
differences among children. Childrens creative Skills were
connected with their other skills and seemed to accumulate with
them.

Firstly, childrens free play with their peers is valuable and it is a

fundamental aspect of the creative circle. What the teacher needs
to do here is to give children ample possibilities to build their
creative plays in a sustainable way.

Secondly, the children

who need the reinforcing support of the creative loop the most
also remain most detached from it. The situation calls for teachers
to intervene.

Thirdly, during teaching sessions children were moderately

creative and involved. According to the observation, teaching
sessions very rarely included pretend play even though according
to the research results they were the
 Lesson Learned From the
Research
Children are born with creativity but they need help to
unleash and to develop it.

Teachers have to play their roles to help the children to

develop their creativity by using Vygotskys theory on
Scaffolding.

Children needs to be put with their peers so that they

can communicate to think more critically and creatively

Passive children needs to be attempted to join

activities more actively