Kirkham, Julie; Kidd, Evan
Pretence and creativity are often regarded as ubiquitous characteristics of childhood, yet not all education systems value or promote these attributes to the same extent. Different pedagogies and practices are evident within the UK National Curriculum, Steiner and Montessori schools. In this study, 20 children participated from each of these school systems (N = 60, aged 6;10-8;11) completing the test of creative thinking-drawing production (TCT-DP; K. K. Urban, & H. G. Jellen, 1996) and a...[Show more]
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