Enhancing creative thinking and problem-solving in young children by using provocations in visual art activities

Abstract

Creative thinking skills in preschool children, specifically during art lessons, have decreased over the years affecting their problem-solving skills. Children lack the ability to use their imagination, and when faced with a challenge, they struggle to find innovative resolutions. One of the main reasons for this challenge is when teachers provide many guidelines and examples for completing tasks. Children then rather follow the examples than using their creative thinking and problem-solving skills. This study researched how these skills could be improved, specifically in Grade R children, using provocations during art lessons. The qualitative study used the interpretivist paradigm and a multiple case study methodology to answer the research questions. The conceptual framework was based on the work of Loris Malaguzzi, Pólya, Metcalfe, and Craft. The Reggio Emilia Approach (Loris Malaguzzi) was a big part of the study, the main concepts were built on this theory. Data was generated using a Google form, interviews, observations, and a collaborative discussion. The findings of the study are that confidence plays a big role in the creative thinking and problem-solving skills of children. Confidence was not originally one of the focuses, but it proved to be a major factor in the study. Other than that, children are not given enough opportunities to solve problems independently in class. School 2 used provocations regularly and thus, their results were enhanced. The children at School 2 showed better creative thinking and problem-solving skills than the other schools.