“One of the most important questions of child psychology and pedagogy is the question about creativity in children, its development and its significance for the general development of the child.” – Vygotsky
In today’s information, technological and innovation-driven society, creativity has become more of a necessity for psychological health and life success. It can no longer be viewed as a luxury or marginal to “the good life”; it is essential to society’s ability to develop and work under conditions of fast-paced change. Societies have become more global and people must learn to interact with a diversity of others. Schools and other social institutions are having difficulty effectively educating and training people for a future that is ambiguous: how can teachers and leaders prepare children and workers for what they themselves cannot foresee? Vygotsky’s notions of meaning-making, creativity development and the complementary development of cultures and individuals provide foundations for dealing with these growing issues. Vygotsky’s dialectical and synthesizing methods become viable models for development and action. Creativity and development are both objective and subjective processes, involving not only shared, public meanings and objects, but also personal experiences and transformations.