Westerbroek, Martin (2025) Exploring the Implementation of School Policies in Promoting Creativity and Creative Thinking Skills in Primary Education. Master thesis, Pedagogical and Educational Sciences.
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Abstract
Creativity and creative thinking are increasingly recognized as essential competencies for children's future development (Haakma et al., 2022). This thesis investigates how creativity is promoted within Dutch primary education through two central research questions: (1) How do schools promote creativity in primary education? and (2) How is policy aimed at fostering creativity implemented in school settings? The theoretical framework is based on the model proposed by Starko and Krynski (2020), supplemented by insights from Davis (2011), Von Oech (1973), and Lubart (2018). It focuses on three domains: Curriculum and Content, Understanding the Creative Process, and Classroom Environment. Using a qualitative approach, policy documents from six primary schools were analysed and interviews with educational professionals were conducted. Findings indicate that while creativity is rarely an explicit policy objective, it is promoted in practice—particularly through activities encouraging exploration, self-expression, and reflection. Most schools prioritize a supportive classroom environment and emphasize the importance of intrinsic motivation and student autonomy. However, efforts to develop students' understanding of the creative process are less consistently implemented and often lack clarity in official documentation. The results unveil a disconnect between formal policies and actual classroom practices. Creativity is frequently embedded within broader educational goals rather than addressed directly as a unique educational goal. To enhance creative development, schools would benefit from adopting a more intentional and integrated approach, aligning explicit policy objectives with pedagogical strategies. Making creative learning strategies more visible in both policy and practice would strengthen their effectiveness and ensure more consistent support for students' creative growth.
| Item Type: | Thesis (Master) |
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| Supervisor name: | Minnaert, A.E.M.G. |
| Degree programme: | Pedagogical and Educational Sciences |
| Differentiation route: | Youth 0-21, Society and Policy [Master Pedagogical and Educational Sciences] |
| Date Deposited: | 19 Jun 2025 14:48 |
| Last Modified: | 19 Jun 2025 14:48 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/4962 |
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