This study examined the influence of Vietnam’s Early Childhood Education (ECE) program on the scientific creativity (SC) of 5- to 6-year-old children, focusing on a potential “creativity paradox” in its implementation. A mixed-methods case study design was employed, combining a one-group pretest–posttest assessment of SC (N = 30) with qualitative data from document analysis, classroom observations, and teacher interviews. Quantitative results showed no statistically significant improvement in overall SC after the two-month instructional phase, t(29) = 0.78, p = 0.443, Cohen’s d = 0.14. However, a paradoxical pattern emerged: children’s creative problem-solving skills (Situation 5) improved significantly (t(29) = 2.71, p = 0.011, d = 0.50), while their originality—a core dimension of creativity—displayed a decreasing trend approaching statistical significance (t(29) = −1.90, p =0.068). Qualitative findings suggested that this divergence stemmed from systemic constraints within program implementation, such as an emphasis on convergent thinking, reliance on formulaic activities, and a limited learning environment. These findings imply that, as implemented, the current curriculum enactment may not effectively foster balanced cognitive development, potentially enhancing problemsolving at the expense of originality. The study underscores the need for pedagogical adjustments to promote both analytical and original thinking in early childhood education.
This study examined the influence of Vietnam’s Early Childhood Education (ECE) program on the scientific creativity (SC) of 5- to 6-year-old children, focusing on a potential “creativity paradox” in its implementation. A mixed-methods case study design was employed, combining a one-group pretest–posttest assessment of SC (N = 30) with qualitative data from document analysis, classroom observations, and teacher interviews. Quantitative results showed no statistically significant improvement in overall SC after the two-month instructional phase, t(29) = 0.78, p = 0.443, Cohen’s d = 0.14. However, a paradoxical pattern emerged: children’s creative problem-solving skills (Situation 5) improved significantly (t(29) = 2.71, p = 0.011, d = 0.50), while their originality—a core dimension of creativity—displayed a decreasing trend approaching statistical significance (t(29) = −1.90, p =0.068). Qualitative findings suggested that this divergence stemmed from systemic constraints within program implementation, such as an emphasis on convergent thinking, reliance on formulaic activities, and a limited learning environment. These findings imply that, as implemented, the current curriculum enactment may not effectively foster balanced cognitive development, potentially enhancing problemsolving at the expense of originality. The study underscores the need for pedagogical adjustments to promote both analytical and original thinking in early childhood education.
Introduction Theoretical Basis Methodology Results Discussion Conclusion and Recommendations References
