Within education, the importance of creativity is recognized as an essential 21st-century skill. Based on this premise, the first aim of this article is to provide a theoretical integration through the development of a framework based on the principles of complex dynamic systems theory, which describes and explains children’s creativity. This model is used to explain differing views on the role of education in developing children’s creativity. Our second aim is empirical integration. On the basis of a three-dimensional taxonomy, we performed a systematic review of the recent literature (2006–2017, 184 studies) on primary school students’ creativity. Our results show that creativity is most often measured as a static, aggregated construct. In line with our theoretical model, we suggest ways that future research can elaborate on the moment-to-moment interactions that form the basis of long-term creative development, as well as on the mechanisms that connect different levels of creativity.

中文翻译：

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儿童创造力：理论框架与系统回顾

在教育中，创造力的重要性被认为是 21 世纪必不可少的技能。基于这个前提，本文的第一个目的是通过开发一个基于复杂动态系统理论原理的框架来提供理论整合，描述和解释儿童的创造力。该模型用于解释关于教育在培养儿童创造力方面的作用的不同观点。我们的第二个目标是经验整合。在三维分类法的基础上，我们对近期有关小学生创造力的文献（2006-2017，184 项研究）进行了系统回顾。我们的结果表明，创造力通常被衡量为一个静态的、聚合的结构。根据我们的理论模型，