Little c Creativity

By Anna Craft. 2001

319 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c5835a286d54d7216a3e2ee9a8fe685597480734

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Yu-sien Lin
2. V. Glăveanu
3. Anna Craft
4. Linda McConnon
5. Bob Jeffrey *
6. Alice Matthews
7. T. Cremin
8. P. Burnard

Citations in the corpus

• Documenting ‘possibility thinking’: a journey of collaborative enquiry (2006, unknown): “• those which apply to both process and outcome (Craft, 2001) some of which appear also in the QCA framework”
• Fostering Creativity through Education – A Conceptual Framework of Creative Pedagogy (2011, background): “…implications suggests creating an environment1, both external and social, that is stimulating and supportive to learners’ motivation/enthusiasm (Collins & Amabile, 1999; Hennesay, 1995, 2007; Woods & Jeffrey, 1996) and creative behaviour (Craft, 2001a; Esquivel, 1995; Lucas, 2001; Torrance, 1995).”
• Child-initiated play and professional creativity: enabling four-year-olds' possibility thinking (2012, background): “Play had been proposed as ‘logically necessary’ to PT (Craft, 2001, p58) in the conceptual phase of the work on PT, and was confirmed as inherent in episodes of PT from this first phase of empirical work which had focused on the nature of PT and how it was nurtured.”
• Rewriting the Language of Creativity: The Five A's Framework (2013, background): “The distinction between “high” and “mundane” levels of creativity is pervasive in the existing literature (see Boden, 1994; Cohen & Ambrose, 1999; Craft, 2001).”
• Thinking about Creativity in Science Education (2012, unknown): “, solutions to problems, answers to questions), and evaluation of those, which are worthwhile to be pursued further; and 2) Making associations between semantically remote or seemingly unrelated ideas, events, and phenomena (Craft, 2001; Sternberg, 2006).”
• Question‐posing and question‐responding: the heart of ‘Possibility Thinking’ in the early years (2008, background): “A term coined by Craft (2001) and which informed the ‘imagining’ aspect of the QCA Creativity Framework (2005); PT has been explored by the authors of this paper empirically since 2004.”
• A Sociocultural Theory of Creativity: Bridging the Social, the Material, and the Psychological (2020, background): “(Vygotsky, 2004, pp. 10–11) In this way, Vygotsky defended what would later be called mini-c and little-c creativity, the creativity involved in learning, understanding new things, and producing ephemeral creations to solve everyday problems (see Craft, 2001; Kaufman & Beghetto, 2009).”
• Children and creativity: A most (un)likely pair? (2011, background): “…has come to be considered one of the most valuable attributes a person could have, at least in today’s Western societies, if not at a global level (Manson, 2003), and this certainly lead to the universalisation of creativity in the contemporary world of education (Jeffrey and Craft, 2001).”
• Possibility thinking: culminative studies of an evidence-based concept driving creativity? (2013, unknown): “Their focus has shifted from conceptual (Craft 2000, 2001, 2002) to empirical work seeking to characterise ‘PT’ in children aged 3–11.”
• Teaching creatively and teaching for creativity: distinctions and relationships (2004, background): “These objectives concern the development of a lifelong personal creativity and agency of the individual (Craft, 2001, 2002).”