Abstract:

In this study, classroom teachers' views on creativity in children were examined by adopting a phenomenological approach. A semi-structured interview form developed by the researchers was used as a data collection tool. The research data were collected through face-to-face interviews with 25 classroom teachers in the 2021-2022 academic year. In the analysis of the data, the participant opinions that were used from the content analysis were coded into keywords and themes were created. As a result of the analysis of the data, it was determined that classroom teachers evaluated creativity as a personal skill and product, emphasized more originality and innovation as a product, and saw it as a personal skill as the ability to go out of the box and dream. It was concluded that when teachers defined creativity in children, they created metaphors that included behavioral patterns and personal characteristics they exhibited. In addition, it has been determined that classroom teachers mainly use methods and techniques such as brainstorming, case studies, drama to increase the creativity skills of children, and also include activities such as intelligence games and painting. Finally, it was determined that classroom teachers perceive the central education system, the personal characteristics of the students, the academic inadequacy of the teachers, the unfavorable school buildings and climate, and the variables arising from the family / society as factors that prevent supporting creativity in children.

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