Exploring pretend play and creativity development among preschool children in Northern Ethiopia: a collective case study

Abstract

ABSTRACT The early childhood stage is a time of basic foundation in which children are engaged in pretend play and creative activities. The objective of this study was to explore the role of pretend play on the creativity development of preschool children. Data were collected from four purposefully selected preschool children (two male and two female) whose mean age is 6.25 years. These children were attending their preschool education in two private schools found in South Wollo Zone, Dessie Town, Northern Ethiopia. A qualitative case study approach was used to conduct the study. Semi-structured interviews and non-participant observations were employed to collect data while children were engaged in outdoor and indoor activities. Children’s drawings, storytelling and singing were recorded. Narrative and thematic analysis was used to analyse data. Children were creative in drawing pictures of a person using lines, dots and circles and storytelling. The pictures were representations of the children themselves or one of their family members. The creative stories have moral education themes. This implies that play and creativity are inseparable activities for children. Preschool teachers need to allow children to engage in pretend plays to promote creativity.