Author links open overlay panelNicolas B. Verger aJulie Roberts bJane Guiller aKareena McAloney-Kocaman a
 

Highlights

  • Both parents from the United Kingdom and France view creativity as a desirable phenomenon linked to originality and problem solving.

  • The parents distinguished between two types of creative activities: craft activities like drawing, in which children can develop their competence and ability; and imaginative activities like pretend play, in which children can express themselves.

  • The parents reported that members of the dyad needs to be motivated in the creative activity in order to fully be immersed in it and make meaningful moments that can contribute to their bonding.

  • The parents used creative activities as a diversion strategy to help their children to regulate their emotions, or promote positive affect and vitality.

  • Creative activities appear to be valuable both as a process – for the effects they can yield on children's development – as well as for the products they yield, and they can contribute to hone the child's development of their creative self-concept and personality.

Abstract

Although creativity research increasingly documents how parents support their children's creativity at home, previous work has been mostly quantitative in nature, while qualitative studies almost exclusively report data from mothers. Thus, we conducted online qualitative interviews of 14 parents (9 mothers and 5 fathers) of children aged between 4 and 6 years, who were living in France or in the United Kingdom during the COVID-19 pandemic. Through a cross-cultural reflexive thematic analysis, we explored questions around what views of early childhood creativity parents shared; whether (and if so why) they are motivated to engage in dyadic home creative activities with their children; and their perceptions of the benefits of these activities, both on themselves, and on their children. The parents shared views and definitions of creativity in line with creativity research. Moreover, they explained how they used creative activities to teach their children social rules, self-expression, independence, and skills development. They also appreciated creative activities as a strategy to help their children vent and calm down or, in contrast, to foster in them a sense of joy and vitality. Parents also reported the extent to which creative activities contribute to parent—child relationship quality. We discuss these findings through the lens of Self-Determination Theory.

Keywords

Creativity support
Creative activities
Early childhood
Self-determination
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