Creativity is not merely an expressive capacity displayed by young children in artistic activities; rather, it constitutes a fundamental driving force in their scientific learning. It ignites curiosity, encourages diverse modes of expression, and strengthens problem-solving abilities. Through imaginative play, creativity infuses science learning with both enjoyment and vitality, thereby fostering meaningful and engaging educational experiences. This paper examines the implications of creativity for early childhood science education, with particular attention to: (1) stimulating young children’s curiosity and motivation for scientific exploration, and (2) cultivating their problem-solving and critical thinking skills.
Yi-Huang Shih (Mon,) studied this question.