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Epilogue: What Have We Learned?

from Part V - Special Populations

Published online by Cambridge University Press:  19 November 2021

By
Sandra W. Russ ,
Jessica D. Hoffmann  and
James C. Kaufman
Edited by
Sandra W. Russ ,
Jessica D. Hoffmann  and
James C. Kaufman
Sandra W. Russ
Affiliation:
Case Western Reserve University, Ohio
Jessica D. Hoffmann
Affiliation:
Yale University, Connecticut
James C. Kaufman
Affiliation:
University of Connecticut
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Summary

What have we learned about the development of creativity throughout the lifespan? The rich and comprehensive review by Bornstein (Chapter 4) captures the complexity of creativity within a developmental framework. How do we integrate the constructs and empirical findings in the field of creativity with developmental approaches? Understanding the development of creativity requires perspectives from different disciplines and a number of different investigative approaches, which this Handbook has provided. Here, we highlight some areas of consensus and implications for the future.

Type
Chapter
Information
The Cambridge Handbook of Lifespan Development of Creativity , pp. 552 - 558
Publisher: Cambridge University Press
Print publication year: 2021

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References

Hoffmann, J., & Russ, S. (2016). Fostering pretend play skills and creativity in elementary school girls: A group play intervention. Psychology of Aesthetics, Creativity, and the Arts, 10(1), 114–125. doi:10.1037/aca0000039Google Scholar
Sawyer, P. K. (1997). Pretend play as improvisation. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Singer, J. (1973). The child’s world of make-believe. New York: Academic Press.Google Scholar

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