%0 Journal Article
%T ChildrenĄ¯s Creativity: A Theoretical Framework and Systematic Review
%A Andreas Lehmann-Wermser
%A Elisa Kupers
%A Gary McPherson
%A Paul van Geert
%J Review of Educational Research
%@ 1935-1046
%D 2019
%R 10.3102/0034654318815707
%X Within education, the importance of creativity is recognized as an essential 21st-century skill. Based on this premise, the first aim of this article is to provide a theoretical integration through the development of a framework based on the principles of complex dynamic systems theory, which describes and explains childrenĄ¯s creativity. This model is used to explain differing views on the role of education in developing childrenĄ¯s creativity. Our second aim is empirical integration. On the basis of a three-dimensional taxonomy, we performed a systematic review of the recent literature (2006¨C2017, 184 studies) on primary school studentsĄ¯ creativity. Our results show that creativity is most often measured as a static, aggregated construct. In line with our theoretical model, we suggest ways that future research can elaborate on the moment-to-moment interactions that form the basis of long-term creative development, as well as on the mechanisms that connect different levels of creativity
%K creativity
%K primary education
%K complex dynamic systems
%K emergence
%U https://journals.sagepub.com/doi/full/10.3102/0034654318815707