Children and creativity: A most (un)likely pair?

This article addresses the question of whether children are or are not creative by exploring the assumptions underlying each possible answer. It is argued that our position regarding children's creativity steams from larger systems of representation concerning children on the one hand, and creativity on the other. Arguments for and against the idea that children can be creative are then considered from four different perspectives: the product, process, person and press factor. On the whole, children's creativity is accounted for in terms of a particular ‘reading’ of children as active and interactive beings and of creativity as a social and cultural phenomenon. In contrast, children's lack of creative expression is linked with a passive and receptive image of the child and with theorising creativity through the lenses of the genius and of great creations. In the end, the benefits of acknowledging children's creativity are considered for child and developmental psychology, for creativity research and for educational practices.

► The notion of children's creativity is controversial. ► This controversy is rooted in our representations of children and creativity. ► Children's creativity is supported by a vision of the child as active and interactive. ► Children's creativity is supported by a cultural understanding of creativity. ► These views have important consequences from a scientific and practical perspective.