Teachers and parents have many things in common and both hope that children will become healthy, happy, productive members of society. No matter who is responsible for the children, the youngsters arrive with basically the same needs; therefore, this chapter makes little distinction between how parents or teachers nurture children.
Although articles and book chapters, such as this one, often begin with descriptions that help adults determine whether children are creative, this is not important here. While it is not essential to identify creativity, it is essential to nurture it; therefore, assume that the child or children have the potential for creativity.
Very young children are naturally creative as demonstrated through their insatiable curiosity and drive. Follow a two- or three-year-old around for a day, and this will be clear. Typically, little children look at, smell, touch, and sometimes taste things, like a flower in the yard or other objects, learning all they can from the experience. They look in ditches, use rocks to dig in the dirt, talk to inanimate objects, and experiment with all sorts of things. These children unknowingly take risks, tolerate ambiguities, and make original analogies, such as calling a newspaper tossed through the air an airplane. The natural process