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12 - Creativity in Young Children's Thought

Published online by Cambridge University Press:  19 January 2010

By
Susan A. Gelman  and
Gail M. Gottfried
Edited by
James C. Kaufman  and
John Baer
Susan A. Gelman
Affiliation:
Department of Psychology, University of Michigan, Ann Arbor, Michigan
Gail M. Gottfried
Affiliation:
Pomona College, Claremont, California
James C. Kaufman
Affiliation:
California State University, San Bernardino
John Baer
Affiliation:
Rider University, New Jersey
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Summary

  • Adam (age 2-1/2) was taking a bath, and his mother said, “I'm going to get the shampoo” as she reached for the bottle of shampoo, which had a cap in the form of Winnie-the-Pooh's head. Adam replied, without missing a beat, “I want sham-piglet,” pointing at the bottle of bath bubbles, which had a cap in the form of Piglet's head (Gelman, 2003, p. ⅷ).

  • A conversation between a child (age 2 years) and her father:

  1. Sharon

  2. “I pretend the sand is a birthday cake!”

  3. Father

  4. “The sand is a birthday cake?”

  5. Sharon

  6. “I preTEND.” (Gottfried, unpublished data)

  • Stephanie (age 3-1/2) had been playing with a set of Duplo blocks that included stylized animal faces. The dog and cat were nearly identical; only the cat had eyelashes. Later that day, Stephanie announced that “hes” don't have eyelashes; only “shes” have eyelashes. Stephanie's mother then asked her husband to come into the room and take off his glasses. “Look at Daddy,” she said. “Does he have eyelashes?” Stephanie looked right into his eyes (framed by dark eyelashes) and said, “No. Daddy's a ‘he,’ and ‘hes’ don't have eyelashes” (Gelman, 2003, p. ⅷ).

  • “Do animals like pomegranates?” (Abe, age 2;11; Gelman, 2003, p. 205).

Although this chapter concerns creativity, we do not consider ourselves to be “creativity researchers” – that is, we do not study creativity per se. Rather, we are developmental psychologists who study children's concepts. However, we argue in this chapter that young children's ordinary thought entails a considerable degree of creativity.

Type
Chapter
Information
Creativity and Reason in Cognitive Development , pp. 221 - 243
Publisher: Cambridge University Press
Print publication year: 2006

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