HBEC1203

COGNITIVE DEVELOPMENT
Introduction
According to Angela (2016), other than physical development, young children also
experience mental growing during their early childhood. At this critical growing up stage,
children persistently nourish their skills to observe and interact with their surrounding
environment. Other than that, children also made staggering effort of processing, storing and
using the accumulated information that they had gathered through playing. In fact, many
studies have shown a positive relationship between children's play and learning. This is in
line with Piaget (1983) as cited in Angela (2016) who noted that psychological adaptation
capability is extremely important in ensuring the development of childrens cognitive
structures or mental.
In Piagets theory of cognitive development, children in the preoperational stage build
on skills learned and mastered during the sensorimotor stage. In other words, they become
more imaginative and able to fantasize more realistically while playing which adds more
values to the creativity. As children develop cognitively, their play will move from simple
make-believe to plots involving more characters and scenarios, games with sophisticated
rules (Angela, 2016). This is further supported by Piaget that playing isn't just about having
fun but also as an important part of their brain development.
Another scholar in the childhood learning, Michelle (2016) further explained that the
childrens playful world is of imagination and magic. According to her research, most
children develop their creativity before reaching the age of six where their imaginations
become boundless. In addition, around this age their tendency to fantasize, experiment and
explore will continue to expand and develop further.
Their creative drive ignites a desire to learn and supports intellectual development
across all subjects (Michelle, 2016). Therefore, as a teacher, I believe this is the most suitable
time to foster their preference of learning to take place so that the development of divergent
thinking can be supported through a more strategic way. As creativity in accordance to
Michelle (2016) will soon begin to slowly drain, hence the need of receiving formal
education in preschool is seen as the best way to keep them growing substantially.
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PART 1: Literature Review

The following is the discussion of creativity based on literature reviews from scholars in the
respective field.
1.0

What is the definition of creativity?

Although I always consider myself as an experience teacher, I still have no idea on how to
clearly justify creativity among children in the classroom. For me, the issues justifying
creativity based on others personal observations can be questioned as some children are
relatively creative than the others in terms of presenting their work or while recalling certain
events. Therefore to define creativity comprehensibly, I sourced for reliable definitions based
on scholarly views to support any significant pieces of information so that the explanation on
the term can clearly be understood. This is in line with Michelle (2016) who claimed that
creativity could not be explained straightforwardly. Thus, I believe this could be the reason
that sparked contestable views by many scholars through their contributions on what
creativity is exactly.
Firstly, according to Barron and Harrington (1981), creativity has been considered in
terms of process, product or person. To explain their claim substantially, Barron and
Harrington (1981), further defined it as the process involved in interpersonal and
intrapersonal affairs which outputs are considered as original and of high quality. To make the
definition introduced by these scholars as a functional terminology in dealing with young
children, I believe that the focus should be on the process. For example, the basis of creative
potential is necessary in developing and generating ideas that can help them to materialize
their thoughts into actions that others perceive as creativity.
Secondly, Ward (1974) postulated that to properly understand children's level of
creativity, we must be able to differentiate it from aspects of intelligence and talent.
According to Angela (2016), this statement corresponded recent studies which have shown
that components of creativity can certainly be separated from intelligence.
Thirdly, Moran (2009) claimed that creativity can be defined as ideational fluency.
According to him, in ideational fluency children are require to generate as many responses as
they can to a particular stimulus, as is done in brainstorming. He further noted that ideational
fluency can be regarded as an essential feature in defining creative component. In tasks
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involving ideational fluency, children's natural responses are measured as the evidence of
defining their creativity.
In additional to the definitions elaborated above, Michelle (2016) added that for
children particularly in preschools, the focus of defining their creativity potential should be
on the generation of ideas. For example, with their teacher accepting number of simultaneous
ideas in addition to a non-threatening ambience, children would be able to generate more
ideas.
2.0

What is the key theoretical framework to explain creativity?

According to Tsai (2012), in regards to explaining creativity in the classroom no existing

framework is not inclusive enough to capture all creative-education. This could be due to the
contrasting beliefs among scholars about the nature of related education and also the purpose
that it serves in education. He further postulated that the common components are the
characteristics that are positively related to creativity such as curiosity, open-mindedness, and
taking risks. Therefore, to answer what is the theoretical framework suitable in explaining
creativity, Tsai (2012) proposed a three dimensional framework which had been inspired by
Guilfords (1950) Structure of Intellect Model.

The three dimensions of conceptual

framework that he proposed consists of initiation, operation, and content. Figure 1 explains
the framework as proposed by Tsai (2012).

Figure 1: A Model For Creative Education

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The first dimension in this framework is initiation. Tsai (2012) claimed that
exploratory attitudes can have a great deal of utility in enabling students or in this discussion,
young children, to process knowledge. Thus, in this dimension Tsai (2012) suggested three
behaviours that should be embraced by the teachers so that creativity can be explained. They
are; curiosity, openness to experience, and tolerance of ambiguity. All of these behaviours are
considered as central to the first stage of learning so that new understanding, interpretations,
reflections, and insights can be accomplished successfully.
2.1

First Dimension: Curiosity

What is meant in curiosity as the first behaviour in the first dimension is that it

appears to be the first key step for learning and creating (Tsai, 2012). In fact, it can also be
seen as a catalyst that can boost the childrens awareness and consciousness. Then, by using
those elements, young children would be able to transform it into a process of discovery. In
openness to experience as the second behaviour, openness and flexibility are considered as
two central characteristics whereby flexibility and divergent thinking are viewed as the
hallmarks of creativity. The third behaviour is tolerance of ambiguity. Tsai (2012) purported
that whenever learners are open to ready to learn numerous ideas apart from theirs, they
would somehow able to tolerate them so that they would not suddenly make their own
assumptions or making irrational decisions too soon. In fact, this is beneficial for the quantity
and quality of ideation.
2.2

Second Dimension: Operation

The second dimension in this framework is operation. There are three elements in this

dimension; creative thinking, creative teaching and creative learning. In creative thinking,
Tsai (2012) believed that the most efficacious approaches should involve both cognitive and
emotional functioning. These will surely provide adequate structure and motivation as well as
presenting opportunities for participation, practice and interaction between teachers and
learners. The second element; creative teaching, is meant to develop learners creative
thinking. At this stage, teachers are encourage to adapt creative pedagogical approaches. The
third element; creative learning is focussed on learner-centred. It features interactive learning
that prompts children to play as their means of experimenting and exploring.

2.3

Third Dimension: Content

The third dimension in this framework is content. Tsai (2012), noted that in order to

acquire the necessary skills, it is always beneficial to adapt a general guideline. Therefore,
Tsai (2012) presented three elements in the last dimension. The first element is problem
finding where it is noted as the means of identifying the need for a new program based on a
choice between existing and expected future programs. Tsai (2012) also highlighted the
importance of convergent and divergent processes as essential for generating new ideas. The
second element is problem solving which can be regarded as the way people use their
experience to overcome misleading facts. Whereas the third element is reflective inquiry. Tsai
(2012) claimed that it is clear that critical evaluation of ideas and solutions is crucial to
creative achievements.
As a whole, to ensure a successful delivery of this framework in the classroom, I
believe that the process must be equally played by both teachers and learners. Even with a
skilful and experienced teacher, but if the learners are not willing to participate, then any
creativity frameworks as suggested by Tsai (2012) or any other scholars may not be as
effective as it was initially hoped to be.
3.0

How can creativity be nurtured through educational interventions?

I personally believe that through creativity, a lot of benefits can be nurtured especially for
young learners. However, in my daily interactions with the children as like many other
teachers in Malaysia, creativity in terms of divergent thinking among school children are very
few to have. In fact, I think it is possible to suggest that formal education is among the
reasons that somehow discourages divergent thinking that made the learners to form mental
perception which eventually sacrifices their impulsiveness and less self-conscious thought to
less spontaneous and more rule-bound thought. Thus, as I sourced for scholarly articles for
this assignment, I came to a realization that creativity can be nurtured through educational
interventions.
3.1

Mastery Goals Vs. Performance Goals

According to Sherri (2016), there are two educational goals that are often used as

interventions in the classrooms. They are mastery and performance goals. Both of these goals
are very distinctive towards each other but can be manipulated in accordance to the teachers
preferences in terms of pedagogical approaches so that creativity among the children can be
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nurtured successfully. However, based on my readings, I believe that in comparison of the

two goals discussed in this section, mastery goals are more beneficial in nurturing creativity.
Sherri (2016) explained that mastery goals are very useful in on helping children to
see how well they progress throughout a certain stage of learning compared to their own
previous achievement through learning, understanding and individual progress and
knowledge. In my opinion, to clearly understand what she meant is to see the childrens
accumulated knowledge in performing simple tasks such as writing or reading. For instance,
to evaluate their mastery in reading, a teacher can perform a simple reading task to see how
many words they can sound correctly after a certain period of learning. Through this
approach, the children themselves can see their own development in reading.
A focus on mastery goals tends to build intrinsic motivation and creativity, along with
positive feelings about learning, more perseverance (Sherri, 2016). Other than that, I also
believe that mastery goals are beneficial in fostering the childrens interest and curiosity
about something newly learnt, as well as promoting higher academic engagement in the
classroom. For example, in telling a new story to the class the teacher can prompt them to
think of the what might happen next or even the ending of the story as it will help them to
contribute their ideas in a non-threatening ambience. I also believe that a classroom that
engaged in a mastery goal promote a more student-centred and individualized learning that
can help them to develop according to their own pace.
Performance goals according to Sherri (2016) focusses on the importance of avoiding
mistakes, outperforming other learners and meeting extrinsic objectives such as high grades,
standards, and awards. A representation of performance goals in school can be seen in
examinations where the children are trying to get the highest marks in order to outperforming
their friends. Today, most of our classroom instructions are focussed heavily on performance
goals. Sherri (2016) further noted that in performance goals, children are moulded to believe
that their talents and abilities are either something they have or do not have. This restricts
childrens development knowing that some children will always be better than them in every
aspects of learning. Hence, it will slow down the development of their creativity which
eventually fixed permanently in their mind-set.

PART 2: Childrens Creativity Through Educational Activities

1.0

Preschool Programme

The preschool that I chose for this assignment is Tadika Kembara Seri Impian. The
establishment of this private institution is around my neighbourhood which makes it easier
for me to send and fetch my son on a daily basis. Based on my observations, there are many
qualities of this preschool that can support aspects of nurturing the childrens creativity
through educational practice.
First, the size of each of the classroom is spacious enough to fit in more than 25
children at a time but only occupied by less than 17 pre-schoolers. With such spacious
environment, the children can move and interact freely. In fact, group work or any
instructional activities can be conducted without having to move the furniture aside. This is in
line with Sherri (2016) who claimed that when the children are able to foster positive feelings
about their learning, creativity can be nurtured as part of their motivation. Among the
programs that had been conducted in this classroom is the face painting and story telling
sessions in accordance to their thematic learning curriculum, Animal World (see Appendix 1).
Such program that involves contribution from the children can surely boost their creativity in
learning.
The second quality that attracts my attention is the fact that there many learning
materials, and toys on display at the hall. In fact, products from their interclass competitions
such as children-made posters like family trees and objects made from recycled items and
wishing cards (see Appendix 2) are also displayed. The displayed materials like the toys and
learning materials are free to be used by the children in the morning, during recess and also
while waiting for parents to fetch their children. Thus, I strongly believe that they will
encourage the children to explore while playing and at the same time help them to grow
mentally. This is similar to what Angela (2016) claimed in reference to Piagets cognitive
development theory that mental development can take place when children are able to
observe and interact with their surrounding environment.
Tadika Kembara Seri Impian is equipped with almost everything needed by young
children to explore and learn from. There is a music room, drama room, a huge hall, indoor
play area with mats, outdoor playground with grass, sand area and swimming pool, reading
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room, cooking area for children, and a garden to let the children to plant flowers by
themselves (see Appendix 3). With all of these facilities readily available for the children to
use a lot of creativity programs can be conducted. For example, story telling, drawing,
swimming and cake decorating competitions. All of these competitions had been conducted
and even documented in their facebook account. All of the programs mentioned are in line
with Tsais (2012) framework as they can spark the childrens curiosity, helping them to be
open-minded in competitions as well as familiarizing them with risks taking.
2.0

Results and Findings Analysis

The following a creative test that had been conducted by Tadika Kembara Seri Impian.
Test

Making Omelette

The making omelette activity was conducted in August in accordance to the school
thematic curriculum: Food. For this activity, the competition was conducted in a less
competitive manner where the children were shown how to prepare an omelette by their
teacher. Three teachers were involved in this activity and it was carried out class by class
through the respective week to organize the activity as well as to facilitate the children in the
cooking process. All the ingredients, attire and cooking apparatus were readily available in
the school so the children do not have to prepare anything from home. There were also
optional ingredients prepared such as vegetables and mixed fruits. The parents were notified
of this activity through the message book which the children have to bring home on a daily
basis (see Appendix 4).
Administration

1. The test was conducted as an individual try out where the children had to individually
observed their teacher and mimic the process in the cooking session.
2. Teacher introduced the ingredients and demonstrated the omelette cooking process until
how the serving was done. The marks were awarded based on taste and overall look of the
omelette. They were prompted to add originality in their omelette.
3. In turns, the little chefs were called to the cooking station and were given 5 minutes to
prepare the omelette.
4. While the chefs were cooking, the rest of the class were cheering and applauding.
5. All of the omelette prepared by the children were served on the table for the judges to
award marks.
6. Brunch.
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Results and Analysis :

Preparing an omelette is an easy task for adult but the same cannot be said for the
young children. The development of their gross motor skills may not in accordance to their
thoughts. Their imagination before preparing their omelette is something that help them to be
creative in completing the test. As a teacher, I seconded Barron and Harringtons (1981)
definition of creativity as it can be found all through the process, product or person. Thus, the
process of making the omelette by itself is a creative test that is conducted in a fun way to
avoid too much competition among the young learners.
As this test was conducted individually, the children are given ample opportunity to
pour in their own creativity without copying from their friends. Their only reference of
preparing the omelette came only from the teacher who demonstrated the whole process
before the test took place. This is seen as a crucial point of nurturing creativity as highlighted
in Piagets theory of cognitive development. It is important to let the children to be more
imaginative and able to fantasize more realistically while playing which adds more values to
the creativity. This is also supported Michelle (2016) who claimed that childrens playful
world is of imagination and magic.
In addition, another aspect of creative-nurturing process found in the test was in
serving the omelette. The garnishing and the shape of the omelette can be used as a point to
evaluate their individual creativity. Seeing it from this angle, I believe this is in line with
Tsais (2012) framework of learning especially in the second dimension that the most
efficacious approaches should involve both cognitive and emotional functioning. These will
surely provide adequate structure and motivation as well as presenting opportunities for
participation, practice and interaction between teachers and learners.
Conclusion
Based on the discussion presented for this assignment, I believe it is fair to note that
creativity is an important human characteristic especially among young learners. As a teacher,
I also believe that creativity lies in the process of learning which require a mixture of creative
teaching including the learners personality traits, abilities and skills. Based on the definitions
and the framework of learning that suggested by Tsai (2012), teachers can help the young
learners to develop their creativity by providing a creative environment for learning to take
place, helping children to build up their skills through play, prompting them to behave
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creatively in the classroom and praising their creative efforts. All of these elements are
beneficial in nurturing creativity throughout their process of learning.
Therefore, I encourage fellow teachers and friends to keep in mind that creative can
be nurtured through motivation. It is also imperative to let the children know that they can
always choose to be creative by finding out about their likes and dislikes about their
surrounding. Then, prompt them to use that knowledge to develop own creativity by keep
doing what they like and slowly develop likeness for matters that are not soundly
encouraging.
(3343 words)

Reference
Angela Oswalt (2016). Early Childhood Cognitive Development. http://gracepointwellness10

child-development-parenting-early-3-7/article/12757-early-childhood-cognitivedevelopment-introduction
Barron, Frank and David M. Harrington (1981). "Creativity, Intelligence and Personality."
ANNUAL REVIEW OF PSYCHOLOGY 32: 439-476.
Michelle Anthony (2016). Creative Development in 3-5 Year Olds. http://www.scholastic.
com/parents/resources/article/stages-milestones/creative-development-3-5-year-olds
Moran, James D. III, Janet K. Sawyers, and Amy J. Moore (2009). "The Effects of Structure
in Instructions and Materials on Preschoolers' Creativity." HOME ECONOMICS
RESEARCH JOURNAL 17 (1988): 148-152.
Tsai, K. C. (2012). The value of teaching creativity in adult education. International Journal
of Higher Education, 1(2), 84-91.
Sherri Fisher (2016). Nurturing Your Creative Mindset. Your Creativity Post. http://www.
creativitypost.com/create/nurturing_your_creative_mindset
https://www.facebook.com/TadikaKembara/

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