Pre-school and Primary Teachers’ Interaction with their Most and Least Creative Pupils

Abstract

In a study of two pre-schools and two primary schools it was found that the teachers interacted differently between those children whom they perceived as amongst the most creative and those they perceived as least creative. The statistical evidence demonstrated that the teachers interacted more frequently with their most creative nominees than with their least creative nominees. It was also found that the nature of interactions varied according to the nominee category. The most creative nominees received interactions of a typically positive, affirmative, praising or encouraging nature, whereas the least creative nominees received typically negative and disaffecting interactions. The observed behavioural characteristics of the nominees were recorded and are discussed in terms of the teachers’ typifications of the most and least creative pupils in their classes.