Creativity Research

The Bay Area Discovery Museum regularly reviews the scientific research on creativity. Here we present a small selection of published articles. Most links connect to abstracts of the articles - subcriptions may be required for complete article review. Additional research is available upon request.

• Russ, Sandra W., Andrew L. Robbins, and Beth A. Christiano. “Pretend Play: Longitudinal Prediction of Creativity and Affect in Fantasy in Children” Creativity Research Journal, Vol. 12, 1999
  Abstract: Pretend play and creativity have been linked theoretically and empirically. In this article we investigate the ability of pretend play in first- and sec¬ond-grade children to predict divergent thinking and affect in fantasy over a 4-year period. The results lend support to the concept that affec¬tive and cognitive processes in pretend play are stable over time and are predictive of divergent thinking.
• Johnson, James E. “Relations of Divergent Thinking and Intelligence Test Scores with Social and Nonsocial Make-Believe Play of Preschool Children” Society for Research in Child Development 1976
  Abstract: Test estimates of intelligence and divergent thinking are compared with observations of social and nonsocial make-believe play in a sample of 63 socially and economically disadvantaged preschool children. Controlling for the effects of age, indexes of cognitive ability correlated positively and significantly with social make-believe play but not with solitary make-believe play.
• Mullineaux, Paula Y. and Lisabeth F. Dilalla “Preschool Pretend Play Behaviors and Early Adolescent Creativity” The Journal of Creative Behavior Vol. 43, No. 1, 2009
  Abstract: Individual differences in creativity across the lifespan have been identified, but little research has focused on the development of creativity during early adolescence. These results suggest that preschool role-play behaviors represent early creativity and are tapping aspects of creativity development that are manifested in early adolescence.
• Yeh, Yu-Chu and Me-Lin Lee “Age, Emotion Regulation Strategies, Temperament, Creative Drama, and Preschooler’s Creativity” The Journal of Creative Behavior Vol. 2, No. 2, 2008
  Abstract: Based on Yeh's (2004) Ecological Systems Model of Creativity Development, this study investigated the effects that age, the use of emotion regulation strategies, temperament, and exposure to creative drama instruction have on the development of creativity among preschool children. The main findings are that (a) 6-year-olds outperform 4- and 5- year-olds in terms of creativity; (b) emotion regulation strategies as well as a positive temperament have positive effects on children's creativity; (c) creative drama instruction contributes to children's creativity; and (d) age group, emotion regulation strategies, temperament, and creative drama instruction can collectively predict children's creativity.
• Howard-Jones, Paul, Jane Taylor, and Lesley Sutton “The Effect of Play on the Creativity of Young Children During Subsequent Activity” Early Childhood Development and Care Vol. 172, No. 4, 2002, 323-328
  Abstract: This study investigated whether the experience of unstructured play in a preceding task may influence the creativity of young children in subsequent activity. Analysis of the results revealed a significant positive effect of preceding task upon creativity and range of colours.
• Moran, James D., Janet K. Sawyers, and Amy Jo Moore “Effects of Structure in Instruction and Materials on Preschoolers’ Creativity” Family and Consumer Sciences Research Journal Vol. 17, No. 2, 1988
  Abstract: The purpose of this study was to examine the effect of structure in instructions and materials on preschoolers' creativity.  The data suggest that the use of structured materials limits the preschooler's ability to produce a variety of ideas.
• Russ, Sandra W. “Development of Creative Processes in Children” New Directions for Child Development No. 72, 1996, 31-42
  Abstract: Reviews the major literature on creative processes in children that should be predictive of adult creativity, focusing on affective processes and children's play. Describes Russ's (1993) model of affect and creativity, and cognitive processes, personality processes, and affective processes important in creativity. Discusses theories of play, affect, and creativity. Examines research evidence for the relationship between play and creativity.
• Prentice, Roy “Creativity: A Reaffirmation of its Place in Early Childhood Education” The Curriculum Journal Vol. 11 No. 2, 2000, 145-158
  Abstract: At a time when early years educators feel under increasing pressure from the government to adopt more formal approaches to learning, this article sets out to reaffirm the importance of developing each child's creative capacity to the full.