Creativity and Early Childhood Different educational approaches

Creativity is an extraordinary human capability. Even if it took – and continues to take – various and different forms, every time the meaning of its action is focused on the capability to create change. In fact, creativity has the power to redesign and transform the natural order of the things as they are according to another order: an order specifically human that presents the things as they could become .The history of education staged this capability telling about its idea, its methods or instruments, its ultimate aim. Following a phenomenological criterion, it is possible to study the creative experiences and recognize the character of the creative action according to six different paradigms, each one presenting distinct and peculiar borders of creativity.First of all, creativity has the borders of the discover. It’s a paradigm that – according to the Jean Jacques Rousseau’s thinking – presents creativity as the way to knowledge the reality. It’s the specific time of childhood: as such it has a deadline coinciding with entry into adulthood.Secondly, creativity can be contained in the borders of mystery: the creative action manifests the hidden sense that the sentiment is able to grasp in the lived experiences. This creativity – reworked in particular by the vision of Romanticism – has a metaphysical condition: to believe in the furtherness of meaning.