The roles that can be played by parents and teachers as a team are further discussed below.
Based on the locus of creativity as identified in Csikszentmihalyi (1999) in the figure below, it can be deduced that creativity as a system is a shared responsibility rather than an individual effort. What this means is that in nurturing creativity, it is not possible to expect results without collaborations and interactions between the entities and person around who creativity is expected to be built. As seen in the figure below, key entities of the creativity process including culture, society, and biology and environment. Meanwhile, there is a common place where parents can be placed when referring to culture, society, and biology and environment. For example parents and the family form the first society in which the child finds him or herself in. Again, the child grows up by adopting the way of life of the parents and thus develops culture of parents. What is more, the child is biologically connected to the child and sets a home environment for the child. Because of all these points, it is always justifiable that the parent will be made part of the shared responsibility in creativity nurturing.
Building on from the agreed notion that learning is a shared responsibility, Hennessey and Amabile (1998) observed that creativity requires both intrinsic and extrinsic conditioning to ensure they are successfully nurtured in gifted children. In the light of this, Cho and Lin (2009) argued that the best way to achieve the two identified forms of conditioning is through collaboration between the family and teachers. For example through influence of family process, motivation and beliefs, children gain the needed intrinsic conditions they require to set their minds towards creative learning. However, such intrinsic conditions are not always enough until the teacher uses his or her ...Show more