Creativity is widely recognized as a crucial factor for both personal and social advancement. Given that the early years lay the foundation for future learning and development, fostering creativity during this period is of paramount importance. To facilitate and optimize creativity in the classroom, it is essential to understand teachers’ conceptualization of creativity and their instructional approaches. This paper reviewed 20 empirical studies conducted in various cultural contexts over the past decade, focusing on early childhood educators’ perceptions and beliefs about creativity and teaching practices for promoting creativity. The findings indicated that teachers generally have a shared understanding of the definition of creativity and recognize the importance of nurturing creativity in young children. However, several obstacles hinder their efforts to foster creativity in the classroom, including insufficient support from administrators and parents, as well as a lack of training and preparation for creative teaching practices.

创造力被广泛认为是个人和社会进步的关键因素。鉴于早期教育为未来的学习和发展奠定了基础，因此在此期间培养创造力至关重要。为了促进和优化课堂上的创造力，了解教师对创造力的概念化及其教学方法至关重要。本文回顾了过去十年在不同文化背景下进行的 20 项实证研究，重点关注幼儿教育工作者对创造力的看法和信念以及促进创造力的教学实践。研究结果表明，教师通常对创造力的定义有共同的理解，并认识到培养幼儿创造力的重要性。然而，一些障碍阻碍了他们在课堂上培养创造力的努力，包括管理人员和家长的支持不足，以及缺乏对创造性教学实践的培训和准备。