TEACHERS’ STRATEGIES in DEVELOPING EARLY CHILDHOOD CREATIVITY at RA AL-KHAIRAT MUARASIPONGI

Abstract

This article examines teacher strategies for developing early childhood creativity in the context of RA Al-Khairat Muarasipongi. Creativity is understood as a child’s capacity to generate ideas, approaches, expressions, or products that are new to the child and meaningful within the learning situation. The development of creativity in early childhood cannot be confined to drawing, colouring, or craft activities. Teachers need to design learning environments that are safe, open, play-based, and rich in choices so that children can observe, ask questions, experiment, combine materials, solve simple problems, and communicate the outcomes of their learning experiences. This article employs a narrative literature review of 25 references covering creativity theory, early childhood education, play-based learning, developmental assessment, education regulations, and relevant publications by Bahtiar Siregar, Hadi Saputra Panggabean, Mhd. Habibu Rahman, Mhd. Yunan Harahap, Charles Rangkuti, and Danny Abrianto. The analysis groups findings into planning, facilitation, media use, assessment, and support-system dimensions. The review identifies six principal strategies: mapping children’s interests and readiness, providing open-ended play experiences, using divergent questions, utilising flexible media and materials, documenting the creative process, and building partnerships with families. The article proposes the KREASI-RA model, comprising the stages of Knowing the Child, Designing the Environment, Exploring through Play, Appreciating the Process, Stimulating Ideas, Interpreting Documentation, and Adapting Follow-up Actions. The model offers a practical framework for teachers to develop creativity systematically while respecting religious values, developmental needs, and individual differences. As the article is grounded in a literature review, it does not claim to present empirical findings on the actual conditions at RA Al-Khairat Muarasipongi. Field research is still required to examine the implementation of the model, contextual constraints, and its effects on children’s creative development.