Include more explicit and detailed focus on the role of creativity in early science and mathematics. Provide explanation and illustration of the nature of creativity in learning and teaching in early years science and mathematics.

Findings from all research phases of the Creative Little Scientists project suggest that a more explicit and detailed focus in policy on the role of creativity in early science and mathematics would be helpful. Where explicit references are made to creativity in policy they are often in very general terms without provision of guidance about what this might mean in the context of early science and mathematics. The review of policy across partner countries identified implicit connections to creativity in policy for early years science and mathematics, but these need to be drawn out and exemplified to support teachers in translating policy priorities concerning creativity into specific classroom practices. Furthermore, while certain teaching approaches are often signaled as associated with creativity, such as problem solving and the use of digital technologies, there is limited indication in policy of how such approaches might be used to foster creativity or inquiry in early science and mathematics.

Fani Stylianidou

Ellinogermaniki Agogi, Greece

Creative Little Scientists, www.creative-little-scientists.eu