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The Teaching of Creativity to Preschool Children

The Behavior Analysis Approach

  • Chapter
Handbook of Creativity

Part of the book series: Perspectives on Individual Differences ((PIDF))

Abstract

The presentation of the behavior analysis approach for the teaching of creativity to preschool children requires many subtopics. As a starting point, it will be a fruitful exercise to delineate the obvious differences between the behavior analysis and traditional approaches to training creativity so the reader may be aware of the path to be taken. Before trod-ding down this path, mention will be made of some other professionals who share with behavior analysts a belief in the early training of creativity, though they have chosen to take different paths.

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Author information

Authors and Affiliations

  1. The Edna A. Hill Child Development Laboratory Preschools, Department of Human Development, University of Kansas, Lawrence, KS, 66045, USA

    Elizabeth M. Goetz

Authors
  1. Elizabeth M. Goetz
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Editor information

Editors and Affiliations

  1. Ball State University, Muncie, Indiana, USA

    John A. Glover (Teachers College) (Teachers College)

  2. University of Nebraska, Lincoln, Nebraska, USA

    Royce R. Ronning

  3. Texas A&M University, College Station, Texas, USA

    Cecil R. Reynolds

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© 1989 Springer Science+Business Media New York

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Goetz, E.M. (1989). The Teaching of Creativity to Preschool Children. In: Glover, J.A., Ronning, R.R., Reynolds, C.R. (eds) Handbook of Creativity. Perspectives on Individual Differences. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-5356-1_23

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  • DOI: https://doi.org/10.1007/978-1-4757-5356-1_23

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-1-4419-3212-9

  • Online ISBN: 978-1-4757-5356-1

  • eBook Packages: Springer Book Archive

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