Kirkham, J., & Kidd, E. (2015). The Effect of Steiner, Montessori, and National Curriculum Education upon Children’s Pretence and Creativity. Journal of Creative Behavior, 51, 20-34.

has been cited by the following article:

• TITLE: Effects of High-Activity and High-Energy Play vs. Low-Activity and Low-Energy Play on Hong Kong Preschool Boys’ and Girls’ Creativity

  AUTHORS: Keang Ieng Peggy Vong, Doris Pui Wah Cheng, Hui Ping Wu, Chester Chun Seng Kam, Karen Liu

  KEYWORDS: Creativity, Inquisitive-Play, Informed-Play, Academic-Oriented Preschool, Play-Oriented Preschool

  JOURNAL NAME: Creative Education, Vol.8 No.15, December 6, 2017

  ABSTRACT: This study examines the relationship between two types of preschool programmes and children’s creativity performance in Hong Kong context using Torrance TCAM measurement. A pretest-intervention-posttest design was adopted. Post-test results showed that children schooled in the play-oriented preschool, and those in the academic-oriented preschool both improved in creativity scores after inquisitive-play or informed-play were added. Post-test results also showed different gender effects. Finally, the dimensions of TCAM which drive the boys’ and girls’ gain in creativity scores were identified.