Peer-reviewed article
NURTURING PRESCHOOL CREATIVITY FOR CHILD WELL-BEING AND FUTURE HUMAN CAPITAL: A CONCEPTUAL FRAMEWORK LINKING TEMPERAMENT, MASTERY MOTIVATION AND PARENTAL BEHAVIOUR IN MALAYSIA
Siti Zakiah Syed Mustafa, Mohamad Naqiuddin Dahamat Azam, Zarinah Arshat ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This paper presents a theoretical framework linking children's temperament, parental behaviour, and mastery motivation to creativity development in Malaysian preschools. The framework draws on Vygotsky, Bronfenbrenner, and Self-Determination Theory to explain how creativity supports child well-being and future economic capacity. The authors argue that preschool practices should nurture creativity alongside cultural values and emotional health to prepare children for innovation and adaptability in a knowledge-based economy.
Key points
- Creativity is presented as a resource for psychological well-being in early childhood, not just an educational outcome
- Temperament shapes how children cope with challenges, regulate emotions, and persist through obstacles
- Parental behaviour that encourages autonomy and sustains emotional support reinforces mastery motivation and creativity
- The framework links creativity development to SDG 3 (resilience, self-regulation, social-emotional capabilities) and SDG 8 (innovation, entrepreneurship, workforce preparedness)
- The authors call for preschool practices in Malaysia that honour culture, protect well-being, and develop creative competencies
Limitations
This is a conceptual framework paper rather than an empirical study, so it does not present data on whether the proposed relationships actually operate in practice. The authors themselves note that future studies should test these ideas with Malaysian samples and culturally sensitive instruments.
Abstract
This paper proposes a developmental psychology framework that ties together temperament, mastery motivation, parental behavior, and creativity among Malaysian preschool children. Creativity is typically perceived as a cognitive or educational outcome, yet it is rarely considered a resource for psychological wellbeing in early years and human capital formation. The paper applies Vygotsky’s Sociocultural Theory, Bronfenbrenner’s Ecological Systems Theory, and Self-Determination Theory to demonstrate that creativity in preschool years is cultivated via continuous interactions among children’s characteristics, motivation, and caregiving contexts. Temperament shapes how children cope with novel, emotionally challenging, or aversive circumstances, regulate emotions, and respond with persistence in the face of obstacles. Parental behavior provides sustenance, encourages autonomy, and constructs an emotional climate that can reinforce mastery motivation. Mastery motivation sustains engagement in inventing and exploring possibilities. Moreover, the framework incorporates creativity with Sustainable Development Goal 3 via reinforcing resilience, self-regulation, social and emotional capabilities and healthy growth, and with Sustainable Development Goal 8 by fostering the foundation for innovation, entrepreneurship, adaptability, and workforce preparedness. In light of Malaysia’s alignment with knowledge-based and innovation-driven economy, the paper emphasizes the significance of preschool practices that honor culture, safeguard children’s well-being, and nurture creative competencies. The article contributes to theory by integrating three developmental theories in one model, addresses Malaysian preschool development, and contains practical ideas for parents, teachers, psychologists, and lawmakers. Future studies should test these ideas with Malaysian samples and culturally sensitive instruments.