ABSTRACT
The study investigated status of parents and teachers involvement in fostering creativity in children in Nsukka Local Government Education Authority in Enugu State. Nine research questions guided the study. The study was also guided by four hypotheses. Descriptive research design was adopted for the study. The population of the study consisted of three thousand three hundred and forty eight (3348) respondents; made up of 348 pre-primary school teachers in 114 early childcare centers in public primary schools in Nsukka Local Government Education and 3000 parents of preschoolers in the area. The sample for the study comprised of one hundred (100) preschool teachers and 300 parents whose children are in pre-school age, using stratified random sampling techniques. The instrument for data collection was the questionnaire on parents’ role in fostering creativity in preschool children (PRFCPSC) and teachers’ role in fostering creativity among pre-school children (TRFCPSC) constructed by the researcher. The instrument was subjected to face validation by four experts, two from Science Education and two from Educational Foundations Department, all from faculty of education. Data were analyzed using standard deviation with criterion mean value at a benchmark of 2.50 and percentage to answer research questions while t-test was used to test the hypotheses at 0.05 level of significance. The findings of the study revealed, among others, that parents make adequate provision of stimulating materials at home; however, they do not adequately engage children in activities that foster creativity. Furthermore, the study found out that stimulating materials needed in fostering children’s creativity are not available in pre-primary schools. Due to the unavailability of the materials in schools, they are not being used by teachers; hence, teachers are limited in their roles in fostering creativity among preschool children in Nsukka Local Government Education Authority. Major implication of the finding is that quality of pre-primary education in the zone will be enhanced if the Government will time to time organize parent-education for parents, workshop/seminar for teachers and make adequate provision of needful materials in public pre-primary schools.
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CHAPTER ONE
INTRODUCTION
Background of the Study
Educational systems of the world are undergoing rapid advancement in the area of formulating curriculum that improves the learning capacities and potentials of humans. This progression is informed by the immense development in science and technology over the years, the explosion of knowledge and the ever increasing need to continually foster innovation and creativity among learners if the learning aptitudes of humans across all developmental levels will ever be greatly enhanced. It is on this premise that the researcher attempts an exploration of parents’ and teachers’ roles in fostering creativity among preschoolers given that their creativity at best seems untapped.
Creativity is a term that cuts across different disciplines and as such has been defined from variety of perspectives. Focus will however be given to definitions that capture creativity from the framework of this study. While Anyakoha (2005) sees creativity as a process of devising and finding alternative ways of solving human problems. Ferari, Cachia and Punie (2009) and Burke (2007) conceptualize creativity as the use of knowledge and skill in new forms to make unforeseen connections, generate new and appropriate ideas and obtain valuable output. These definitions do not only imply the utilization of experiences through thought processes, which then lead to production of new ideas or products, but also support the advocacy of learning by doing for young children. Creativity can also be seen as the act of turning already existing or new experiences and imaginative ideas into reality such that
these lead to accomplishment of tasks.
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Creativity entails the ‘three P’s’ of a person engaging in a creative process, which produces a creative product (Barron, quoted in Dust, 1999). Naiman (2008) noted that the task of a creative person involves two processes- thinking and producing. The creative person engages in imaginative thought long enough to form ideas. When such ideas are formed, the creative person contemplates on how to use them to solve problems. The use of such ideas signifies production, the second task of the creative person. If ideas exist without being acted upon, only imagination has occurred, not creativity. For imagination to turn into real product or idea, it must pass through the creative process. From the standpoint of Chowdhury and Choudhury (2002), the process of creativity involves the interplay among a person, a task and social environment. The creative process starts with the creative person and results in a creative product. This implies that individuals consistently interact or work with what their environments offer, to come out with a creative product. The author further opined that the creative process among preschoolers does not necessarily lead to novelty, originality and production of valuable product for the society. It however, inculcates a worthwhile attitude in problem solving such as persistence and commitment to task and expression of self and one’s own ideas, which are impetus for creativity in adulthood. Thus, fostering creativity in early years, as it relates to this study is about stimulating thinking, imagination, exploration and discovery rather than looking out for a perfect answer or unique product.
Uduchukwu (2016) proposition that creativity develops in children from their experiences with the process, rather than concern for the finished product, corroborates Beghetto’s (2005) claim that teachers ought to pay attention to the creative process not the value of the product, for children are not likely to produce valuable products when compared to adults. Nonetheless, what the process instills in children prepares them to become creative
adults in the future, capable of producing valuable products that impact on the society. Some scholars have noted the nature of creativity. Harris (1998) opined that creativity is an innate quality and definitely everyone has creative abilities, the extent of possession by individuals differs and this can be linked at the peripheral level to individual difference, however, individuals’ environments cannot be left out since it has been proven that environment fine- tunes potentials and can as well impedes it.
Saki (2011) acknowledges that, although creativity involves individual difference, it is a skill that can be taught and learned due to its transforming nature. Ozkal’s (2014) assertion that each individual can learn how to be more creative with the help of components found in his/her environment supports Saki’s view. By implication therefore, individuals across the lifespan, including children, can be assisted by crucial agents in the environment to develop their creative potentials. Chowdhury and Choudhury (2002) asserted that creativity in children needs proper nurturing from the two major environments they share – home and school environments. Parents are seen as the useful agents at home and teachers in school, who can promote or hinder creativity in preschoolers. Creative adults and creative teaching are key components in fostering creativity in young children because children observe and tend to model significant adults in their environment, in the same way they look up to adults for instructions and guidelines on how to accomplish tasks. Invariably, exposing children to creative experiences is a gate way to inculcating the spirit of enquiry and creativity in children. Duffy (2010) emphasized how the interactions and interpersonal exchanges with adults and peers build the thinking ability of children and enhance the optimum conditions for developing creativity in children’s daily experiences. By implication, parents and teachers can act as supporters and coaches, facilitators and models of creativity for children.
Creativity has attracted the attention of psychologists, experts and educators due to its viewed importance in enabling children make connections between one area of learning and another and in extending their understanding in solving problems and accomplishing tasks (Mohammadi,Abbasi, Maleki & Yousefian, 2014). With regard to the importance of creativity, Wolf (2014) asserts that because creativity is a driving tool for success, creative people secure progress in all aspect of life. Lamzdyn and Lamzdyn in Mohammadi et al. (2014) observed that creativity paves way in dealing with problems and provides alternative ways of adaptation which further emphasizes the importance of creativity in school learning. Torrance (1995) observed that creativity flourishes where it is valued. Therefore societies intending to develop, must consider creativity, given that it traverses all fields of endeavor and leads to innovation in science and technology, arts, medicine, and humanities among others. Due to the viewed importance of creativity, it is therefore apparent that Nigerian Government and Educators seek to foster it in all levels of education.
The stipulation of the Federal Government of Nigeria in her National Policy on Education (FRN, 2004) that education at pre-primary level ought to inculcate in the child the spirit of enquiry and creativity through the exploration of nature, the environment, art, music and playing with toys, captures the importance of creativity and how it can be built. The explorative nature of preschoolers endears them to art, music, and play among others. These can be utilized by the crucial agents (who see to the developmental needs of children) in inculcating creative attitudes in pre-school children, thereby fulfilling one of the stipulated goals of pre-primary education.
The issue of early childhood education has been given greater prominence globally, following the United Nations Declaration of the international year of the child and world
summit for children in Jomtien Thailand, 1990 (Agiobu-Kemmer, 2001). Researchers and early childhood educators in the world as well as in Nigeria, have continued to reveal the importance of early childhood education. According to the National Policy on Education (FRN, 2004) early childhood education is the education given to children between the ages of
0-5 prior to their entering the primary schools. The nature of this education is such that occurs in crèche, nursery and kindergarten schools. Agiobu-Kemmer contends that “early childhood education (ECE) involves the care, stimulation and instruction of children under five years of age at home with parents or in pre-school with caregivers and teachers”. This assertion does not lose sight of the fact that education of a child actually starts from home before proceeding to a formal institution such as a school. Parents and adult figures at home coordinate education of preschoolers in the home environment. Agiobu-Kemmer further acknowledge that in considering ECE, the focus is usually on formal education of the young child in an institution such as the nursery school and daycare centers. In the context of this study, both the school and home and the various personnel must also be recognized to play vital roles in the holistic development and education of children. Ibiam, Ugwu, Ifelunni and Otti (2015) emphasized that early childhood education is a foundation that helps to shape and improve the children’s lives, their potentialities and personalities towards self-actualization. Because early childhood education forms the foundation for higher levels of formal education in the future, fostering creativity at this level of education is a worthwhile and lifelong impartation on preschoolers.
According to Okondugba (2015) preschoolers are children who have not reached the age of primary school. Preschoolers are children below the age of six years who may or may not be enrolled in educational institutions for preparatory purposes before entering primary
school. Children at this stage are naturally endowed with explorative tendencies such as play, curiosity and imaginative power which make them mentally alert and eager to learn. Thus, impressions and calibrations made at this stage have lasting effect on children’s overall development and acquisition given that pre-school age is a very critical period in the life of a child (Chawdhurry & Choudhurry, 2002). Children are highly receptive to all that the environment has in store for them and their learning potentials are at the peak, therefore activities that stimulate thinking and involve trying out things are most welcomed at this stage because it encourages creative learning and exhibitions among preschoolers.
When people become curious and excited towards issues, creative learning, which is a natural human process occurs. Creative learning is any learning which involves understanding and new awareness, and which allows the learner to go beyond notional acquisition, and focuses on thinking skills. Creative learning involves investigating, discovering, inventing and cooperating (Rosen, 2010). Children prefer to learn in creative ways rather than just memorizing information provided by teachers or parents. The natural learning preference of children which is rooted in play has been observed to be much effective and beneficial in their development (Nifon, 2015).
Play is strongly featured in many of the discussions about creativity in young children. Indeed, older children and adults are often encouraged to be ‘playful’ in order to facilitate creative thinking. Imaginative play (especially role play) and free choice of activities would seem to be key components of the early childhood setting in relation to creativity (Craft,
2000; Craft, 2002; Prentice, 2000). Both creativity and play require imagination, insight, problem solving, divergent thinking, the ability to experience emotion and to make choices (Russ, 2003). As a natural primary need of every child, play is creative when it covers a range
of activities from art and craftwork to self-expression through music and dance. Creative play offers children the opportunity to develop fine manipulative skills. It promotes cognitive, emotional and social development. Preschoolers also learn better and sometimes faster especially in stimulating environments that support their nature.
A stimulating environment is an environment that offers children an adequate emotional and psychological atmosphere of freedom and safety, many interesting things to do, see, hear and touch (Kaplan-Sanoff, 2002). Given the developmental stage and nature of preschoolers, caregivers are therefore saddled with the responsibility of providing stimulating environments for their wards. This may consist of provision of stimulating materials and deliberate exposure of preschoolers to activities. Stimulating materials are concrete materials which are needed for manipulation in play and learning. They are materials for teaching and learning which enhance thinking ability and manipulative stills of the users. A stimulating environment is viewed as a major key to inculcating and fostering creativity. When children are provided with such an environment, they explore through experimentation and make discoveries that not only fine tune their cognitive abilities but also enhance their manipulative skills. Preschoolers share two major social environments – home and school environments.
The home and school environments are perceived to be of importance to the development and learning of children as observed by Chukwu (2015). Every child is a part of many social settings such as family, school and community. However, the home environment is the child’s initial source of stimulation. This is where parents, siblings, grandparents and other relations largely establish their impact in the child’s developmental processes. It is within the context of the home that children first learn socialization skills and where initial emotional, physical, and intellectual needs are met and shaped. Umeano (2015) averred that
the family offers both the physical and emotional environment which determines the amount of stimulation that children get. Physical environment borders on the availability of useful resources such as space for play and exploration, toys, picture books, puzzles, learning materials among others, while psychological or emotional needs of young children are met through quality care given to the child and time allocation for interaction between adult figures (mostly parents) and children. According to Chowdhury and Choudhury (2002), the most important contributing factor of psychological care for young children is the relationship within the family. Children need warm and positive attitudes from their home environments to enable them trust and express themselves freely while going through acculturations at home. Negative attitude tends to retard or stiffen potentials in children; in the sense that they would be afraid to neither venture into activities, express nor execute their creative impulses – ideas, knowing that they might be condemned by parents or others.
Parents are individuals who by procreation or legal adoption produce children under their care. A parent is a caretaker of off springs who shapes these off springs through interactions in the family (Enemou, 2016). Parenting is the ultimate long-term investment which definitely yields positivity or negativity. The general outcomes of children have been proven to some extent to depend largely on parents’ commitment in carrying out their roles adequately to their wards (Kabonde, 2015). This implies that parents have the delicate responsibility and duty to ensure that each and every action of theirs has a positive bearing on future generations. Parents are also saddled with the responsibility of promoting and enhancing the development of their children across all domains; physical, emotional, social and intellectual and from infancy to adulthood.
It has been observed that children whose parents are typically involved in their day to day lives, display higher levels of achievement, more acceptable behavior and greater motivation in school (Keith, 2009). The implication is that parents who are interested and hold high expectations for their children’s learning, and who also believe in their children’s competence, tend to expose them to new experiences and encourage curiosity, persistence and problem solving skills which are key ingredients in building creative individuals. Undoubtedly, parents are perceived to play vital roles in encouraging children’s feeling of competence and positive attitude towards tasks. Parents’ positive attitude towards their children paves way for full development of later creative minds. Parents ought to provide stimulating environments and emotional support to their children, especially at the early stage of their lives when the children are highly attached and dependent on them for direction, character molding and inculcation of worthwhile attitude. However, Ochiagu (2009) noted that parents are basically interested in provision of materials, leaving out other aspects such as engaging children with the provided materials and offering emotional support to children.
According to Opara and Onyekuru (2012), a child’s greatest need is spending quality time with the parents. The authors emphasized the importance of parents spending quality time with their children. Parents who consciously create interactive time for their children tend to expose them to stimulating activities such as playing with toys, puzzles, building blocks, and picture books; visiting museum, recreational centers and libraries together. Such experience not only make children divergent thinkers but wholesome individuals who see themselves as being loved and valued by the family. In order to raise creative children, the barriers that inhibit creative output of children ought to be removed.
A number of factors have been identified by Russ (2003) and Malaguzzi (1993) that serve as barriers to creativity fostering among children at home. They include but are not limited to: Insufficient time invested in children (parents are busy with work roles at the expense of their children’s creative wellbeing; inattention to children’s developmental needs (creativity becomes more visible when adults try to be more attentive to the cognitive processes of children than to the results they achieve in various fields of doing and understanding; un-involvement in children’s lives (research has shown that for children to improve their imaginative play skills, with apparent positive consequences for their creative abilities, adults must be actively involved in the children’s lives; un-stimulating environments (as some environments inhibit creativity), lack of information on adequate parenting of preschoolers; and unavailability of play facilities in neighborhoods; the fear of insecurity in allowing children engage in outdoor play with other children. All of these barriers combine to stiffen creative potentials in children.
When parents have played their parts by devoting time, encouraging, and showing interest in the activities of their preschoolers, providing adequate stimulating materials at home, they have invariably laid solid foundations upon which the school settings can stand on to inculcate further knowledge, skills and abilities in children. The school environment is the sum total of physical facilities and human qualities that are found in school such as the school building, playground, furniture, instructional materials, administrative personnel, teachers and children (Gordon & Browne, 2008). The researcher observed that the availability of facilities and materials vary from one school to another in preschools in Nsukka Education Authority. And because the school environment is where teachers are found to work and make impact on the development and learning of children, unsuitable environment hinders the effectiveness of
teachers. Singh (2009) asserts that preschool years are to be the root years for creativity, thus, any learning environment that supports its breeding is providing a solid foundation for subsequent learning. Cropley (2008) proposed that characteristic necessary for creativity can be stimulated by providing appropriate learning conditions. The impact of school environment on the development of young children can be viewed from three aspects: the suitability of learning facilities, the curriculum and the teacher who controls the learning environment and the implementer of the curriculum. This study focuses on teachers-related factor within the school environment as related to promoting creativity in preschoolers.
Beside parents, the pre-school teachers are the next most important persons in promoting or inhibiting creativity in young children. According to Goble (2006), a teacher is someone whose job is to teach, who suppose to be active. Teachers are individuals who work with learners. The main focus of teachers is to expose learners to educative experiences that conform to the objectives of educational curriculum and goals in a given level of education. Preschool teachers are seen as caregivers who see to the emotional, social, physical and cognitive development of young children under their care, having developmental appropriateness as a guide for their actions. Uzodinma (2015: 247) noted that “teachers are the most important component of any educational system because they are the people to shape the behavior, thinking and attitude of the children, pupils and students in the teaching/learning situation”. The author further asserted that the strategic importance of teachers at all levels of education, especially, the early childhood education be emphasized because they are the oil that lubricate education policies for the achievement of educational aims and objectives. Thus, the relevance of teachers in teaching/learning situation put them on the position to promote or
hinder creative thinking in learners under their care, since they carry the responsibility of providing models in thinking and change thinking styles of children.
Chowdhury and Choudhury (2002) averred that a teacher who understands the explorative nature of children tend to give emotional support and create atmospheres that allow for self expression of young minds without fear of criticism or condemnation. On the other hand, teachers who overly criticize and impose their views without allowing children to make discovery while learning, stiffen the creative tendencies in children. In furtherance of Chowdhury and Choudhury’s perspective on teachers, Dikici and Gurol (2003) opined that the most crucial part of enhancing creativity is related to teachers’ attitudes and behavior towards learners. In the same vein, there are factors related to teachers and school that can form a barrier to creativity fostering.
Some factors that act as barriers to creativity fostering among children in school have been identified by Dikici and Gurol (2003). These factors range from: lack of teachers skilled in creativity fostering, un-stimulating environments (as some environments inhibit creativity), inappropriate learning conditions, inadequate understanding of the explorative nature of children, lack of stimulating or learning materials to the teacher, lack of information on adequate learning styles of preschoolers, to negative attitudes and behavior towards learners. Thus, Parents and teachers of preschoolers ought to upgrade themselves constantly in other to be well positioned to meet the ever evolving and unique learning demands of preschoolers with a view to fostering their creative potentials. This study therefore, seeks to ascertain Parents and Teachers roles in Fostering Creativity in Pre-primary School Children.
Statement of the Problem
The product of creativity has become the integral part of the world, with different nations getting interested in how to develop and foster it, of which Nigeria is not exempted. It is unfortunate to note that in spite of the available evidence that children learn best in creative environment, most homes and school environments seem to be striped of basic knowledge, materials and facilities that trigger creative activities which fine-tune creative potentials in children. Stiffen environment alienate children from their nature of curiosity and enquiry spirit which is the main channel of learning for preschoolers. Research in education has established that creative development of children is intertwined with what they access in their environment, and that creative environment built creative children. Creative environment ought to have physical facilities such as play ground and equipment, toys, picture books among others, as well as psychological support from caregivers – parents and teachers who are supposed to guide and teach children through play. Unfortunately, most pre-schools in Enugu State seem to still lack suitable opportunities for creative activities. Teachers also appear not to utilize wholly play way – teaching in most preschools. More disturbing is the attitude of parents (fathers and mothers alike) towards creative activities of children and their active involvement in the world of work outside home. This alienates them from their parental roles towards children. To ensure quality learning experience for the preschoolers’ development of creative abilities, parents and teachers must be deeply involved. Therefore, with the worrisome poor parent/child interaction and teachers lack of motivation in most schools, the wholesome development of creativity among young children in Nigeria especially in Enugu State may be indeterminable. Therefore, researcher is worried about the extent of parents and teachers involvement in fostering creativity among children. The
problem of this study put in question form therefore is what is the status of parents and teachers in fostering creativity in preschoolers?
Purpose of the Study
The general purpose of the study was to ascertain the role of parents and teachers in fostering creativity in pre-primary school children. Specifically, the study seeks to:
1. Find out the stimulating materials that parents provide in the home for fostering creativity of their preschool children
2. Find out the creative activities that parents adopt in fostering creativity in their preschool children
3. Find out the barriers parents face in fostering creativity in their children
4. Ascertain the strategies parents can apply to promote preschoolers’ creativity
5. Examine the availability of stimulating materials in the school for fostering creativity in children
6. Find out the stimulating materials preschool teachers use in fostering creativity
7. Find out the creative activities that pre-school teachers use in fostering creativity among preschoolers
8. Find out the barriers pre-school teachers face in fostering creativity among preschool children
9. Ascertain the strategies that can enhance pre-school teachers’ roles in fostering creativity among preschoolers
Significance of the Study
The results of this study have both theoretical and practical significance. The theoretical thrust of this study is formed by the componential theory of creativity and Erickson’s theory of psycho-social development. Amabile’s (1983) componential theory of
creativity specifies that creativity requires a confluence of all four components (domain- relevant skills, creativity-relevant processes, task motivation and the social environment) and should be highest when an intrinsically motivated person with high domain expertise and high skill in creative thinking works in an environment high in supports for creativity. The relevance of this theory is seen in the fact that it explores creativity within every individual (from its lowest to its highest levels) and how significant others like parents and teachers can assist children in identifying their areas of creativity, examining the extent to which each component is being developed and implementing teaching at home and in school, that could target each aspect.
Erickson’s theory of psycho-social development (1963) emphasizes the social and environmental aspect of development, and view human development as a progression through eight stages of which early childhood is embedded across the first three stages- Infancy (basic trust vs mistrust), years 1-3 (Autonomy vs shame), years 3-5 (initiative vs guilt). This theory is relevant to this study because it explains the optimal learning stages that children go through in acquiring skills and describes how children can be assisted in the crucial period of early childhood to develop properly and acquire useful skills and avoid retrogression or counterpart of expected skills and personality traits. Deduction from this theory can be used to help parents and teachers develop healthy perception in assisting preschoolers acquire basic trust, autonomy and initiative which are key ingredients in boosting children’s confidence, leading to free expression of inherent creative potentials in them. Practically, the study will be of immense importance to Federal and State Ministries/Commissions of Education, school authorities and preschool teachers, parents, children as well as future educational researchers.
The Federal Ministry of Education and State Government Boards of Education will benefit immensely as the findings may reveal and enlighten them on how far parents and care givers are doing towards fostering creativity in children. That may ginger the Government to take remedial action in teacher education, provision of adequate learning environment, parent education and in ensuring the use of appropriate methods of teaching. The government may through the agency of schools, sensitize parents on the need to adopt parenting styles that foster intimacy and stimulating growth in their children at home.
The Findings may be useful to school authorities and pre-school teachers in creating appropriate learning environments that promote the creative and imaginative power of children. The componential models of creativity can be used to facilitate teaching in a number of ways: (a) to unpack the concept of creativity and to examine what it might actually
‘look like’ in their teaching, (b) to assist teachers and schools to evaluate their teaching to examine the extent to which each component is being developed and (c) to implement teaching that could target each aspect.
The findings may serve as an eye opener to parents on what they should do to foster creativity among preschooler.
The application of newly acquired knowledge on creativity mechanism by parents and teachers will cause more preschoolers to develop their creative potentials. By so doing, society will be positively affected given that breeding creative preschoolers today is turning in large groups of creative scientists, industrialists, teachers, artists, and writers among others to the society who will be best positioned to tackle creatively the problems that bedevil the society.
Researchers in childhood education will find the results of this study useful as it will increase the literature base of creativity studies and help in the advancement of future studies on creativity. The above mentioned benefits will be enjoyed when the findings are published in academic journals or disseminated them through seminars, conferences and workshops. Scope of the Study
The study was carried out in Enugu State which comprised 17 Local Government Education Authorities. Public schools with pre-primary sections were used for the study. The subjects of the research comprised parents and teachers of preschoolers in public schools in Enugu State. The content scope examined the status of parents and teachers in fostering creativity in preschoolers with stress on the provision of stimulating materials and activities for the preschoolers, as well as identification of barriers and strategies that enhance parents and teachers effectiveness in fostering creativity among pre-school children.
Research Questions
1. What are the stimulating materials that parents provide for preschoolers in the home for fostering creativity?
2. What are the creative activities that parents use in fostering creativity in their preschoolers in the home?
3. What are the barriers parents face in fostering creativity in their preschoolers?
4. What are the strategies parents can apply to promote creativity in preschoolers?
5. What stimulating materials are available in the school for fostering creativity among pre-school children?
6. What are the stimulating materials used by preschool teachers in fostering creativity
7. What are the creative activities that Pre-school teachers use in fostering creativity among preschoolers?
8. What are the barriers preschool teachers face in fostering creativity in preschool children?
9. What are the Strategies that can enhance the preschool teachers’ roles in fostering creativity among preschool children?
Hypotheses
H01 There is no significant difference in the mean ratings of urban and rural parents on the stimulating materials they provide in the home for fostering creativity.
H02There is no significant difference in the mean ratings of male and female parents in the activities they use in fostering creativity.
H03 There is no significant difference in the mean ratings of urban and rural teachers on the availability of stimulating materials in the school for fostering creativity.
H04 There is no significant difference in the mean ratings of urban and rural teachers on barriers teachers face in fostering creativity.
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STATUS OF PARENTS AND TEACHERS IN FOSTERING CREATIVITY IN CHILDREN IN ENUGU STATE>
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