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Abstract

Giftedness is often understood vertically, with children identified through IQ, achievement, or creativity tests, alongside teacher recommendations or strong grades. Such measures, however, remain hierarchical and ability-focused. This paper proposes broadening the framework by (1) incorporating mini-c creativity (personal, often invisible expressions of creativity) and (2) emphasizing its essential role in sustaining the broader creative ecosystem. We distinguish between ability-focused creativity (oriented toward excellence) and growth-focused creativity (centered on personally meaningful development, including mini-c). Both forms, when systematically nurtured, can evolve into eminent Big-C creativity. Within this inclusive, ecological framework, mini-c serves not only as a stepping stone toward higher achievement but also as a vital expression in its own right, enriching the ecology of creativity. To illustrate, we adapt a multitiered framework from special education, showing how creativity can be understood and cultivated across levels, recognizing that the visible tip of Big-C rests on the vast, often unseen foundation of mini-c creativity.

Keywords

giftedness creativity creative giftedness four C model multi-tiered system of supports

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The Iceberg of Creativity in the Schools: Do We Aim for Excellence or Inclusion?

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