Tổng quan các công cụ đánh giá khả năng sáng tạo của trẻ mẫu giáo giai đoạn 2016-2025: hàm ý cho bối cảnh Việt Nam
Tóm tắt
Assessing the creative ability of children under six is a challenging task that requires a multidimensional approach. This article presents a systematic review of instruments used to assess kindergarten children’s creative ability in studies published between 2016 and 2025. It aims to classify major types of assessment tools, synthesize their measurement properties, and propose implications for early childhood education in Vietnam. The review process identified 24,634 records from Scopus, Web of Science, PsycINFO, and Google Scholar. After removing duplicates and out-of-scope records, 176 records were screened; 89 full-text articles were assessed for eligibility, 22 were excluded, and 67 studies were included in the final synthesis. The findings indicate three major groups of instruments commonly used to assess preschool children’s creative ability: (1) standardized task-based instruments, which offer relative objectivity but are limited in naturalness and cultural sensitivity; (2) behavior observation-based instruments, which provide high ecological validity but require substantial time, training, and assessment resources; and (3) domain-specific assessment instruments, which generate in-depth information about creativity in particular activity areas but have limited generalizability. The review also identifies an increasing trend toward assessing children’s creativity across diverse domains and integrating digital technologies into assessment practices. For Vietnam, research on assessing young children’s creative ability should prioritize the validation and cultural adaptation of international instruments, the development of contextually appropriate tools, consideration of available educational resources, and greater emphasis on process-oriented assessment in early childhood settings.
Tài liệu tham khảo
Bačlija Sušić, B., & Brebrić, V. (2024). Encouraging and assessing preschool children’s musical creativity. Early Years, 44(2), 328-340. https://doi.org/10.1080/09575146.2022.2139356
Bộ GD-ĐT (2024). Quyết định số 4222/QĐ-BGDĐT ngày 27/12/2024 về việc ban hành Bộ chuẩn phát triển trẻ em 5 tuổi.
Cheung, R. H. P. (2017). Teacher-directed versus child-centred: the challenge of promoting creativity in Chinese preschool classrooms. Pedagogy, Culture & Society, 25(1), 73-86. https://doi.org/10.1080/14681366.2016.
Cheung, R. H. P., & Mok, M. M. C. (2018). Early Childhood Teachers’ Perception of Creative Personality as a Predictor of Their Support of pedagogy important for fostering Creativity: A Chinese Perspective. Creativity Research Journal, 30(3), 276-286. https://doi.org/10.1080/10400419.2018.1488345
Dere, Z., & Ömeroğlu, E. (2018). Development of Creative Behavior Observation Form: A Study on Validity and Reliability. Universal Journal of Educational Research, 6(3), 562-570. https://doi.org/10.13189/ujer.2018.060319
Fehr, K. K., & Russ, S. W. (2016). Pretend play and creativity in preschool-age children: Associations and brief intervention. Psychology of Aesthetics, Creativity, and the Arts, 10(3), 296-308. https://doi.org/10.1037/aca0000054
Fung, W. K., & Chung, K. K. H. (2024). Playfulness and Kindergarten Children’s Academic Skills: Executive Functions and Creative Thinking Processes as Mediators? The Journal of Creative Behavior, 58(3), 342-355. https://doi.org/10.1002/jocb.654
Ghanamah, R. (2024). Creativity and motor skill learning among kindergarten children: Investigating Predictive correlations and performance differences. Thinking Skills and Creativity, 54, 101684. https://doi.org/10.1016/j.tsc.2024.101684
Ghanamah, R. (2025). From Play to Creativity: The Mediating Role of Self-regulation in Kindergarteners. Early Childhood Education Journal. https://doi.org/10.1007/s10643-025-01867-1
Hong, Q. N., Fàbregues, S., Bartlett, G., Boardman, F., Cargo, M., Dagenais, P., Gagnon, M.-P., Griffiths, F., Nicolau, B., O’Cathain, A., Rousseau, M.-C., Vedel, I., & Pluye, P. (2018). The Mixed Methods Appraisal Tool (MMAT) version 2018 for information professionals and researchers. Education for Information, 34(4), 285-291. https://doi.org/10.3233/EFI-180221
Jin, Y., Krieg, S., Hamilton, A., & Su, J. (2022). To teach creativity (or not) in early childhood arts curriculum: a case study in Chinese Beijing kindergartens. International Journal of Early Years Education, 30(4), 940-955. https://doi.org/10.1080/09669760.2021.1917341
Leggett, N. (2017). Early Childhood Creativity: Challenging Educators in Their Role to Intentionally Develop Creative Thinking in Children. Early Childhood Education Journal, 45(6), 845-853. https://doi.org/10.1007/s10643-016-0836-4
Levenson, E. S., Barkai, R., Mahamid, A., & Levy, S. (2024). Creating equal groups from n items: mathematical creativity in kindergarten. Educational Studies in Mathematics, 116(2), 145-163. https://doi.org/10.1007/s10649-024-10322-8
Marinšek, M., & Lukman, N. (2022). Teaching strategies for promoting motor creativity and motor skill proficiency in early childhood. Economic Research-Ekonomska Istraživanja, 35(1), 2645-2653. https://doi.org/10.1080/1331677X.2021.1974306
Moedt, K., & Holmes, R. M. (2020). The effects of purposeful play after shared storybook readings on kindergarten children’s reading comprehension, creativity, and language skills and abilities. Early Child Development and Care, 190(6), 839-854. https://doi.org/10.1080/03004430.2018.1496914
Nguyễn Huy Tú (2007). Bộ trắc nghiệm sáng tạo TSD-Z của Klaus K. Urban với những ứng dụng ở nước ngoài và Việt Nam. NXB Đại học Sư phạm.
Nguyen, M. T., & Vu, K. T. T. (2025). The effectiveness of the 5E-EDP model in STEAM education to develop the creativity of children aged 5-6 in preschool: A quasi-experimental study in Vietnam. Pacific Early Childhood Education Research Association, 19(2), 181-207. https://doi.org/10.17206/apjrece.2025.19.2.181
Organisation for Economic Co-operation and Development [OECD]. (2019). OECD future of education and skills 2030. OECD learning compass 2030. A series of concept notes. OECD Publishing.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, n71. https://doi.org/10.1136/bmj.n71
Rajabi, S., Khosravi, A. R., & Khodabakhshi, M. (2018). Investigating the effect of creative storytelling on enhanced creativity of preschool students in Iran. Journal of Poetry Therapy, 31(4), 244-255. https://doi.org/10.1080/08893675.2018.1504706
Ridzwan, S. B. & M. S. E. B. (2017). Creativity in Preschool Assessment. International Journal of Academic Research in Business and Social Sciences, 7(2), 543-560.
Runco, M. A., Walczyk, J. J., Acar, S., Cowger, E. L., Simundson, M., & Tripp, S. (2014). The Incremental Validity of a Short Form of the Ideational Behavior Scale and Usefulness of Distractor, Contraindicative, and Lie Scales. The Journal of Creative Behavior, 48(3), 185-197. https://doi.org/10.1002/jocb.47
Russ, S. W. (2014). Affective processes in pretend play and creativity. In Pretend play in childhood: Foundation of adult creativity. (pp. 63-91). American Psychological Association. https://doi.org/10.1037/14282-005
Russ, S. W., & Vargo, K. (2025). Developing Creativity in Early Childhood. In The Oxford Handbook of Creativity and Education (pp. 231-250). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780197698181.
0013
Siew, N. M., Chin, M. K., & Sombuling, A. (2017). The effects of problem based learning with cooperative learning on preschoolers’ scientific creativity. Journal of Baltic Science Education, 16(1), 100-112. https://doi.org/10.33225/jbse/17.16.100
Szmidt, K. J. (2023). Identification of a Child’s Creative Potential: Test, Observation, or Dialogue? Main Themes of the Discourse. Nauki o Wychowaniu. Studia Interdyscyplinarne, 17(2), 46-57. https://doi.org/10.18778/2450-4491.17.04
Tang, K. S., Murcia, K., Brown, J., Cross, E., Mennell, S., Seitz, J., Phillips, S. R. P., & & Sabatino, D. (2024). Exploring the multimodal affordances of digital coding devices in fostering creative thinking in early childhood education. Thinking Skills and Creativity, 53, 101602. https://doi.org/10.1016/j.tsc.2024.101602
Tang, S., Xu, T., Jin, L., Ji, L., Chen, Q., & Qiu, J. (2024). Validation of the I- and D-type epistemic curiosity scale among young Chinese children and implications on early curiosity nurture. BMC Psychology, 12(1), 795. https://doi.org/10.1186/s40359-024-02286-4
Thomaidou, C., Konstantinidou, E., & Venetsanou, F. (2021). Effects of an eight-week creative dance and movement program on motor creativity and motor competence of preschoolers. Journal of Physical Education and Sport, 21(6), 3267-3277.
von Steinbüchel, N., Meeuwsen, M., Poinstingl, H., & Kiese-Himmel, C. (2018). The Test for Creative Thinking-Drawing Production Test in Preschool Children with Predominantly Migration Background - Psychometrics of the German TCT-DP. Creativity Research Journal, 30(2), 195-204. https://doi.org/10.1080/10400419.2018.
Vũ Thị Ngọc Minh, Hoàng Thị Ngọc Thanh. (2024). Đánh giá tính sáng tạo của trẻ 5-6 tuổi ở một số trường mầm non trên địa bàn huyện Phong Điền-tỉnh Thừa Thiên Huế bằng test TSD-Z của Klaus K. Urban. Tạp chi Khoa học Giáo dục Việt Nam, 20(1), 53-59.
Xiong, Z., Liu, Q., & Huang, X. (2022). The influence of digital educational games on preschool Children’s creative thinking. Computers & Education, 189, 104578. https://doi.org/10.1016/j.compedu.2022.104578
Xu, X., Chen, Y., Ye, X., Zhang, J., Luan, J., & Li, Y. (2025). Creativity: Exploring Factor Structure of the Torrance Tests of Creative Thinking in Chinese Preschoolers. The Journal of Creative Behavior, 59(3). https://doi.org/10.1002/jocb.1529
Yalçın, V., & Erden, Ş. (2021). The Effect of STEM Activities Prepared According to the Design Thinking Model on Preschool Children’s Creativity and Problem-Solving Skills. Thinking Skills and Creativity, 41, 100864. https://doi.org/10.1016/j.tsc.2021.100864
Đã Xuất bản
Cách trích dẫn
Số
Chuyên mục
Giấy phép
Bản quyền (c) 2026 Tạp chí Giáo dục
Tác phẩm này được cấp phép theo Ghi nhận tác giả của Creative Commons Giấy phép quốc tế 4.0 .
