Schooling disciplines and constrains children's spontaneity in idea generation with mixed results¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? As children are schooled, their creativity is disciplined and constrained by teacher expectations, probably through a Vygotskian process of internalization, with mixed results for spontaneity in idea generation. → Preiss David D 2022

Evidence¶

Preiss David D 2022¶

Preiss David D. (2022). Metacognition, Mind Wandering, and Cognitive Flexibility: Understanding Creativity. Journal of Intelligence. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9500634/

q1 · i? · theoretical · r2

Theoretical argument in the review about the developmental role of schooling: children learn domain rules through schooling, which educates and regulates spontaneity in idea generation with mixed results. The author cites Vygotsky's internalization process as the probable mechanism.

"Specifically, children creativity is "disciplined" and constrained by their teacher expectations about what is right and what is wrong, probably through a Vygotskian process of internalization (Vygotsky 1978). Thus, spontaneity in idea generation is educated and regulated with mixed results."

Discussion¶

Related Claims¶

• Metacognition may limit creativity during the generative stage but facilitate it during the exploratory stage — related
• The creativity-related component of flexibility is spontaneous flexibility, the ability to generate diverse responses driven by internal stimuli — related
• Preschoolers constrain exploration after direct instruction and after overhearing instruction to another child, but not after overhearing instruction to an adult or a non-pedagogical intentional action — related