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Table 1 Characteristics of creative classroom climate

From: A multilevel analysis of factors affecting kindergartners’ creative dispositions in relations to child-level variables and teacher-level variables

Factor Sub-factor Definition
Cognitive support (Cropley 1992) Divergent thinking Creating a climate to support divergent thinking rather than convergent thinking
Creating an atmosphere that evaluates various answers rather than one answer
Original thinking Creating a climate that supports a variety of problem-solving methods, rather than one method
Affective support Intrinsic motivation (Furman 1998) Creating a climate where children are more intrinsically motivated to engage than being extrinsically motivated
Fun (Nickerson 1999) Creating a fun atmosphere
Openness (Cropley 1992) Creating a climate where opinions from various perspectives are accepted
Challenge spirit (Cropley 1992) Creating a climate to take risks and action
Independence (Choe et al. 2005) Creating an atmosphere that supports each student’s own ideas
Relational support (Bak and Park 2009) Relationship with teachers and peers Creating an atmosphere where all children are welcomed and supported
Creating a climate of mutual respect and support among children