(2) Environmental and educational factors. Mainly refers to family, kindergarten, school and society. Creativity is not born, but developed through education and training, and the role of environmental education is decisive. Psychological research shows that children with high creativity and children with low creativity live in different family environments. The former enjoys more independence and freedom and has more opportunities to solve problems at home. Children who grow up in democratic families generally have high creativity and independence, while children who grow up in authoritarian, dominant and spoiled families are highly dependent, emotionally changeable, naive and lacking in innovative spirit.
It can be seen that the way parents cultivate and educate their children affects the development of their creativity. Kindergarten has no less influence on children's creativity than family. It is found that teachers who cultivate creative students have the characteristics of encouraging students to ask questions, inspiring students to think, allowing students to speak freely and not engaging in arbitrary authority. (3) Children's own personality characteristics.
Many personality traits, such as perseverance, self-confidence and diligence, are themselves important factors of creativity. Creative children have a sense of responsibility, diligence, enthusiasm, imagination, independence, curiosity, like self-study, like trying difficult jobs, adventurous spirit, self-observation, wide interests, independence, thinking, not blindly following, and showing a sense of humor in their own works.