Enhancing Creative Thinking in Preschoolers: Teacher Strategies for Creating a Multiliteracy-Based Learning Environment

Abstract

The preschool period is an important phase of child development, which includes cognitive aspects, especially in terms of growth and creative thinking, but many teachers still use conventional learning strategies. This study aimed to investigate effective teacher strategies for improving creative thinking in preschool children in a multiliteracy-based learning environment. The research method used a qualitative approach with a multisite case study research involving a kindergarten school. The informants were selected using a purposive sampling technique involving nine informants, including teachers, assistant teachers, and school principals. The research findings show that implementing the strategy steps can create a dynamic and creative learning environment that supports literacy development in various contexts. Factors such as competent teachers, access to resources, and management of barriers shape an effective multi-literacy environment. The positive impact motivates students to continue thinking creatively and exploratively. The multiliteracies approach enhances preschoolers' creativity through purposeful strategies, teacher collaboration, resource support, and the use of diverse media, which empowers literacy in education.

Keywords: creative thinking, multiliteracy, teacher, preschoolers

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