Divergent thinking is an aspect of creativity. It involves thinking of lots of possible solutions to a problem or task.[1]
This kind of thinking is the basis for innovation, and compliments convergent thinking (the ability to give one ‘correct’ answer or solution) which is the logical approach that many of us have practised in our education, as it is the basis for many tests.[2]
Educationalist Sir Ken Robinson referred to a study[3] that found 98% of kindergarten-aged children had ‘genius levels’ of divergent thinking, with this number dropping when they were tested again five years later, and then dropping even more after another five years.
He argued that an approach to learning based on getting the right answer (which these children will have experienced as they move through school) discouraged divergent thinking.[3]
This view that a focus on academic skills in education is linked to a decline in creativity, particularly when children start formal education, is shared by other researchers.[4]
While research into divergent thinking often focuses on children from pre-school age and onwards, you will probably see it emerge much sooner.
You might see:
Your baby experimenting with a new toy or object to see what they can do with it.
Your toddler using the sand you thought would be great for some mark-making as the basis for making some mixtures.
Your child using some toys alongside a few boxes and bits of fabric to find endless different ways to play.
One of the main things you can do to support this thinking is to wait before you make a suggestion, so you can see exactly what your child is doing and allow for the possibility it’s not what you expected.
You might think they’re making playdough cakes, when in fact it is a magical medicine for their dragon!
If you’re organising an activity for your child and know exactly how it is going to turn out before they begin, then that is not something that will encourage divergent thinking.
Some things like jigsaws or posting boxes are more closed activities which will support your child to develop their logical or convergent thinking skills.
These are valuable, but your child will benefit from balance so make sure they have time to do a mixture of things, play in unstructured ways and introduce or explore their own ideas too.
Some toys can only really be used in one way, to do one thing, and these don’t encourage your child to develop divergent thinking.
Toys or objects that can be used in lots of different ways, sometimes called open-ended toys, allow your child to think of many ways of using them, especially when you give them time and space to explore.
Some toys are marketed this way, and are lovely to have if you choose to, but you don’t have to buy expensive items. Lots of things like plain wooden blocks, or plastic tubs and pots from the kitchen, will offer your child space for open-ended play.
References:
[1] Bai, H., Mulder, H., Moerbeek, M., Leseman, P.P.M., & Kroesbergen, E.H. (2023). The development of divergent thinking in 4- to 6-year old children. Creativity Research Journal. https://doi.org/10.1080/10400419.2023.2182492
[2] Haydon, K. (2020, 24 June). Why you need to practice divergent thinking. Psychology today. Why You Need to Practice Divergent Thinking | Psychology Today
[3] Sir Ken Robinson (2010). Changing Education paradigms. RSA Animate. Sir Ken Robinson: Changing education paradigms | TED Talk
[4] Bai, H., Duan, H., Kroesbergen, E.H., Leseman, P.P.M., & Hu, W. (2019). The benefits of the Learn to Think program for preschoolers’ creativity: An explorative study. Journal of Creative Behavior, 54(3), 699-711.