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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.
The focus of this Handbook is on the development, nurturance, and enhancement of creative processes and creative achievement across the lifespan. What do we currently know about the development of creativity? How can we develop the processes important for creative thinking, and how can we help individuals translate that creative potential into creative achievement throughout their lives? We are pleased that leading scholars and researchers in the field agreed to contribute to the Handbook and share their perspectives. There are 25 chapters addressing a variety of topics in the area. This Handbook provides a review of each area, including current research findings, consensus in the literature, best practices in each area, and key questions for future research. In addition, many chapters raise provocative questions that point the way for future consideration and research.
Many have written about the importance of creativity as it relates to preparation for the modern workforce; such statements emphasize individual skill and societal factors. In the coming decades, creativity is predicted to be one of the skills in greatest demand (Bakhshi et al., 2017), and is one of the least likely skills to be automated (Frey & Osborne, 2017). Adolescence is a time with enormous potential for creative growth, which is necessary in the lifetime trajectory of creative development. Adolescence is also, however, a time when individuals are especially likely to abandon creative passions and pursuits. Though adolescence is both a consequential and promising time in creative development, it has not been studied as thoroughly as creativity in childhood and adulthood. This chapter covers the research supporting the argument for an increased focus on the development and enhancement of creativity in adolescence, and reviews a breadth of research that addresses this goal.
This handbook focuses on the development and nurturance of creativity across the lifespan, from early childhood to adolescence, adulthood, and later life. It answers the question: how can we help individuals turn their creative potential into achievement? Each chapter examines various contexts in which creativity exists, including school, workplace, community spaces, and family life. It covers various modalities for fostering creativity such as play, storytelling, explicit training procedures, shifting of attitudes about creative capacity, and many others. The authors review research findings across disciplines, encompassing the work of psychologists, educators, neuroscientists, and creators themselves, to describe the best practices for fostering creativity at each stage of development.
The role of emotions in the creative process is well documented. In this chapter, we distinguish emotional processes in creativity from creativity in the domain of emotions. Creativity in the domain of emotions exists when people are creative with emotions – emotions are the object of the creative process. We describe three kinds of creativity in the domain of emotions – emotional creativity (experience of unique emotions), creative communication of emotions, and creative emotion regulation. Furthermore, we present a model in which we argue that creativity in the domain of emotions is less likely to have the same impact on society and culture as creativity in other domains that are more defined by education and formal gate keepers (e.g., art or science), but that it is crucial for psychological health and well-being.
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