Abstract Creativity is understood to be a vital attribute for success in an increasingly globalised and digitalised world. Educators play an important role in facilitating children’s creativity development through their considered choices of learning activities and pedagogy. For 21st century learners, the incorporation of digital technologies into the learning environment is also of rising importance. This study used observations of five children (4–8 years old) in Perth, Western Australia using digital technologies in their early learning environment. The ‘Person’ and ‘Process-Agency’ realms of Murcia et al.’s ‘A-E’ of Creativity framework were used to analyse whose creativity was being foregrounded in the activity, and the features of creative agency demonstrated by children when using the technologies. Findings suggest that when educators choose appropriate technologies and teach for creativity, children are able to demonstrate creative behaviours and their own creative thinking. However, when constrained by the affordances of the technology or the scope of the task, children’s creativity is limited. The study reiterates the importance of educators' thoughtful planning and provocation in developing and facilitating young children’s creativity.
Fielding et al. (Wed,) studied this question.