A comparative study of Australia and Iran

Abstract

<p>This research aimed to investigate similarities and differences of Australian- Iranian national documents and teachers' cultural beliefs about early childhood creativity. Previous literature informed social cultural differences between East and west countries on creativity. Eastern countries are more likely to view creativity as having social and moral values, and as making a connection between the new and the old, while Western counterparts focus more on some special individual characteristics for understanding the concept of creativity (Niu & Sternberg, 2006). Drawing on sociocultural theories (Vygotsky, 1930, 1978) creativity is related to human social life and creativity without social life doesn’t carry any meaning. Drawing on these theoretical underpinnings, this study takes as a foundation that creativity in children develops through the support of teachers and parents who value and have knowledge about creativity and, thereby, coconstruct learning with children. The study was conducted within a qualitative interpretive research paradigm (Denzin & Lincoln, 2018). Two methods of document analysis and interview used to investigate similarities and differences between Australian and Iranian national documents and teachers on conceptualisation of creativity. Data collected following up with ethical approval from Human Research Ethics Committee of Newcastle University. There was a similar conceptualisation of creativity by the national frameworks and teachers, but teachers have different approaches to teaching creativity in their classrooms. The study concluded conceptualisation of 'creativity' in early childhood education has influenced globally, however local influences is evident. The finding suggests policymakers and teachers need to promote creativity culturally.</p>