Promoting Kindergarten children's creativity in the classroom environment in Jordan

Kholoud Dababneh*, Fathi M. Ihmeideh, Aieman A. Al-Omari

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

10 Citations (Scopus)


This study aimed at investigating teachers' classroom practices, which either stimulate or inhibit the development of the creative environment of classrooms in Jordan, and determining the differences between practices according to educational level, experience level and type of teaching. The sample of the study consisted of 215 kindergarten teachers. A five-dimensional questionnaire consisting of 50 items was developed to achieve the study aims. The results revealed that the rating of teachers' practices that encourage creativity in children was satisfactory for the domains of physical environment and educational materials, lesson planning and creative instructional practices. In addition, teachers' rating lies in the category of 'good' for the domains of knowledge and awareness of creativity, and creative classroom climate. Moreover, the results showed that there were statistically significant differences due to the type of teaching in favour of the cooperative method, and due to the educational level in favour of postgraduates, while no statistically significant differences were found due to experience level. Based on the findings, appropriate recommendations were suggested.

Original languageEnglish
Pages (from-to)1165-1184
Number of pages20
JournalEarly Child Development and Care
Issue number9
Publication statusPublished - 2010
Externally publishedYes


  • Creative classrooms
  • Kindergarten children
  • Teachers' practices

ASJC Scopus subject areas

  • Social Psychology
  • Developmental and Educational Psychology
  • Pediatrics

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