Comparing Creativity in Early Childhood Curricula: New Zealand and Finland

Early childhood is of critical importance for creativity, and creativity is among the 21st-century skills. The research aims to investigate the inclusion of creativity within the national early childhood curricula of New Zealand and Finland and to compare these curricula. The research is qualitative, and the document analysis method was used. The study group consists of the early childhood curricula of New Zealand and Finland. The findings indicate that creativity is embedded in both curricula through three overarching dimensions: program, child, and teacher. The research concluded that both curricula were flexible and acknowledged play as a powerful means of expressing creativity. Both curricula recognized children as individuals capable of thinking and acting creatively, emphasizing the diversity of materials and learning experiences to foster creativity. It was concluded that teachers in both curricula have similar roles and responsibilities in supporting and developing creativity, acting as key facilitators who design responsive and stimulating learning settings. When the curricula are compared, it is determined that the cultural element stands out more strongly as a resource in supporting creativity in the Te Whāriki Early Childhood Curriculum. In contrast, the Finnish National Core Curriculum for Early Childhood Education and Care places more emphasis on digital tools in the expression of creativity. Overall, the study concludes that both curricula adopt process-oriented and child-centered approaches that align with the nature of creativity in early childhood while reflecting distinct cultural and policy priorities. These findings offer important implications for early childhood curriculum design and contribute to the comparative education literature.