Stimulating Creativity through Different Types of Compositions in Primary Education

Abstract

Creativity, considered an essential competence of the 21st century, needs varied learning contexts to develop from the early years of school. Compositions represent a teaching tool with high potential for the formation of imagination, expressiveness and divergent thinking. This study analyzes the ways in which different types of compositions – narrative, descriptive, imaginary and based on images – contribute to stimulating the creativity of primary school students. The research was carried out through observation, product analysis and pedagogical experiment. The results indicate a visible increase in students' originality, coherence and motivation when writing activities are diversified and integrated into interactive learning contexts.