{"id":{"repo_id":"gsu","oai_identifier":"oai:digitalcommons.georgiasouthern.edu:etd-1582"},"canonical_url":"https://search.dev.ndltd.org/etd/gsu/oai:digitalcommons.georgiasouthern.edu:etd-1582","repository":{"repo_id":"gsu","name":"Georgia Southern University","base_url":"https://digitalcommons.georgiasouthern.edu/do/oai/"},"display":{"title":"Curriculum Studies the Creative Student: A Winnicottian Literary Analysis","abstract":"Generalizations are made regarding the importance of creativity because creativity is considered to be the hallmark that sets humans apart from other animals. Creativity is a highly coveted gift that allows people the outlet by which to achieve greater joy, fulfillment, and meaning in their lives. However, relatively little is known about the origins of creativity and how to achieve greater creativity. Hoping to improve the quality of life of individuals and society, this dissertation examines the creativity that first springs up between a child and parent. In researching the relationship between children and parents, I draw heavily from the theories of Dr. Donald W. Winnicott, an English pediatrician and psychoanalyst who lived from 1896 to 1971. Winnicott's experience with children enabled him to develop many innovative and lasting contributions to psychoanalytic theory, including his transitional object and potential space theories, which explain the first creative act of a child using its imagination to create his or her reality. In addition to Winnicott, I utilize the works of Sigmund Freud, Carl Jung, James Hillman, Marion Milner, Hanna Segal, Michael Parsons, Michael Eigen, Christopher Bollas, and Adam Phillips, who have theorized psychoanalytic principles of creativity and who comprise the first body of literature. The second body of literature that addresses the curriculum aspects of creativity includes Maxine Greene, Madeleine Grumet, Marla Morris, Mary Aswell Doll, Deborah Britzman, and Martha Nussbaum. These authors are directly concerned with sparking creativity and imagination through literature in students. Witnessing firsthand transitional phenomena in my own children, I see the offshoots of transitional phenomena in my language arts classroom. In the curriculum studies field, much has been written about the relationships between students and teachers, but much more needs to be explored as to the beginning relationship between parent and child. Further, the connection between this first relationship between mother and child and its affects on a child's remaining formal education needs to be examined more completely. My contribution to the field of Curriculum Studies is to address the earliest relationship between parents and children and theorize how this initial relationship affects the continued education of children today. This work examines the connection between the first transitional phenomena that occur between the child and parents and the subsequent ability of the child to use transitional phenomena through language arts to enhance the ability to live creatively.","abstract_html":"Generalizations are made regarding the importance of creativity because creativity is considered to be the hallmark that sets humans apart from other animals. Creativity is a highly coveted gift that allows people the outlet by which to achieve greater joy, fulfillment, and meaning in their lives. However, relatively little is known about the origins of creativity and how to achieve greater creativity. Hoping to improve the quality of life of individuals and society, this dissertation examines the creativity that first springs up between a child and parent. In researching the relationship between children and parents, I draw heavily from the theories of Dr. Donald W. Winnicott, an English pediatrician and psychoanalyst who lived from 1896 to 1971. Winnicott's experience with children enabled him to develop many innovative and lasting contributions to psychoanalytic theory, including his transitional object and potential space theories, which explain the first creative act of a child using its imagination to create his or her reality. In addition to Winnicott, I utilize the works of Sigmund Freud, Carl Jung, James Hillman, Marion Milner, Hanna Segal, Michael Parsons, Michael Eigen, Christopher Bollas, and Adam Phillips, who have theorized psychoanalytic principles of creativity and who comprise the first body of literature. The second body of literature that addresses the curriculum aspects of creativity includes Maxine Greene, Madeleine Grumet, Marla Morris, Mary Aswell Doll, Deborah Britzman, and Martha Nussbaum. These authors are directly concerned with sparking creativity and imagination through literature in students. Witnessing firsthand transitional phenomena in my own children, I see the offshoots of transitional phenomena in my language arts classroom. In the curriculum studies field, much has been written about the relationships between students and teachers, but much more needs to be explored as to the beginning relationship between parent and child. Further, the connection between this first relationship between mother and child and its affects on a child's remaining formal education needs to be examined more completely. My contribution to the field of Curriculum Studies is to address the earliest relationship between parents and children and theorize how this initial relationship affects the continued education of children today. This work examines the connection between the first transitional phenomena that occur between the child and parents and the subsequent ability of the child to use transitional phenomena through language arts to enhance the ability to live creatively.","abstract_has_math":false,"creators":["Perry, Stephanie Leigh"],"institution":null,"degree_name":"Doctor of Education in Curriculum Studies (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Curriculum, Foundations, and Reading","degree_department":null,"school":null,"contributors":["John Weaver","Daniel Chapman","Mary Aswell Doll"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-01-01T08:00:00Z","date_published":"2009-01-01T08:00:00Z","updated_at":"2026-07-24T02:27:12Z","subjects":["ETD","Calder","Alexander","Adolescence","Childhood","Creativity","Curriculum theory","Winnicott","Donald W","Education","Infancy","Dewey","John","Literary criticism","Mothering","New criticism","Parenting","Potential space","Psychoanalysis","Reader-response theory","Students","Teaching","Transitional object","Transitional phenomena"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/582","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["John Weaver","Daniel Chapman","Mary Aswell Doll"]},{"key":"dc:creator","label":"Author","values":["Perry, Stephanie Leigh"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-10-17T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Curriculum, Foundations, and Reading"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (open access)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Curriculum Studies (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Calder","Alexander","Adolescence","Childhood","Creativity","Curriculum theory","Winnicott","Donald W","Education","Infancy","Dewey","John","Literary criticism","Mothering","New criticism","Parenting","Potential space","Psychoanalysis","Reader-response theory","Students","Teaching","Transitional object","Transitional phenomena"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/582"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Generalizations are made regarding the importance of creativity because creativity is considered to be the hallmark that sets humans apart from other animals. Creativity is a highly coveted gift that allows people the outlet by which to achieve greater joy, fulfillment, and meaning in their lives. However, relatively little is known about the origins of creativity and how to achieve greater creativity. Hoping to improve the quality of life of individuals and society, this dissertation examines the creativity that first springs up between a child and parent. In researching the relationship between children and parents, I draw heavily from the theories of Dr. Donald W. Winnicott, an English pediatrician and psychoanalyst who lived from 1896 to 1971. Winnicott's experience with children enabled him to develop many innovative and lasting contributions to psychoanalytic theory, including his transitional object and potential space theories, which explain the first creative act of a child using its imagination to create his or her reality. In addition to Winnicott, I utilize the works of Sigmund Freud, Carl Jung, James Hillman, Marion Milner, Hanna Segal, Michael Parsons, Michael Eigen, Christopher Bollas, and Adam Phillips, who have theorized psychoanalytic principles of creativity and who comprise the first body of literature. The second body of literature that addresses the curriculum aspects of creativity includes Maxine Greene, Madeleine Grumet, Marla Morris, Mary Aswell Doll, Deborah Britzman, and Martha Nussbaum. These authors are directly concerned with sparking creativity and imagination through literature in students. Witnessing firsthand transitional phenomena in my own children, I see the offshoots of transitional phenomena in my language arts classroom. In the curriculum studies field, much has been written about the relationships between students and teachers, but much more needs to be explored as to the beginning relationship between parent and child. Further, the connection between this first relationship between mother and child and its affects on a child's remaining formal education needs to be examined more completely. My contribution to the field of Curriculum Studies is to address the earliest relationship between parents and children and theorize how this initial relationship affects the continued education of children today. This work examines the connection between the first transitional phenomena that occur between the child and parents and the subsequent ability of the child to use transitional phenomena through language arts to enhance the ability to live creatively."]},{"key":"dc:title","label":"Title","values":["Curriculum Studies the Creative Student: A Winnicottian Literary Analysis"]}]}],"canonical_facts":{"dc:contributor":["John Weaver","Daniel Chapman","Mary Aswell Doll"],"dc:creator":["Perry, Stephanie Leigh"],"dc:date.available":["2013-10-17T07:00:00Z"],"dc:description.abstract":["Generalizations are made regarding the importance of creativity because creativity is considered to be the hallmark that sets humans apart from other animals. Creativity is a highly coveted gift that allows people the outlet by which to achieve greater joy, fulfillment, and meaning in their lives. However, relatively little is known about the origins of creativity and how to achieve greater creativity. Hoping to improve the quality of life of individuals and society, this dissertation examines the creativity that first springs up between a child and parent. In researching the relationship between children and parents, I draw heavily from the theories of Dr. Donald W. Winnicott, an English pediatrician and psychoanalyst who lived from 1896 to 1971. Winnicott's experience with children enabled him to develop many innovative and lasting contributions to psychoanalytic theory, including his transitional object and potential space theories, which explain the first creative act of a child using its imagination to create his or her reality. In addition to Winnicott, I utilize the works of Sigmund Freud, Carl Jung, James Hillman, Marion Milner, Hanna Segal, Michael Parsons, Michael Eigen, Christopher Bollas, and Adam Phillips, who have theorized psychoanalytic principles of creativity and who comprise the first body of literature. The second body of literature that addresses the curriculum aspects of creativity includes Maxine Greene, Madeleine Grumet, Marla Morris, Mary Aswell Doll, Deborah Britzman, and Martha Nussbaum. These authors are directly concerned with sparking creativity and imagination through literature in students. Witnessing firsthand transitional phenomena in my own children, I see the offshoots of transitional phenomena in my language arts classroom. In the curriculum studies field, much has been written about the relationships between students and teachers, but much more needs to be explored as to the beginning relationship between parent and child. Further, the connection between this first relationship between mother and child and its affects on a child's remaining formal education needs to be examined more completely. My contribution to the field of Curriculum Studies is to address the earliest relationship between parents and children and theorize how this initial relationship affects the continued education of children today. This work examines the connection between the first transitional phenomena that occur between the child and parents and the subsequent ability of the child to use transitional phenomena through language arts to enhance the ability to live creatively."],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/582"],"dc:subject":["ETD","Calder","Alexander","Adolescence","Childhood","Creativity","Curriculum theory","Winnicott","Donald W","Education","Infancy","Dewey","John","Literary criticism","Mothering","New criticism","Parenting","Potential space","Psychoanalysis","Reader-response theory","Students","Teaching","Transitional object","Transitional phenomena"],"dc:title":["Curriculum Studies the Creative Student: A Winnicottian Literary Analysis"],"thesis:degree_discipline":["Department of Curriculum, Foundations, and Reading"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Curriculum Studies (Ed.D.)"]},"updated_at":"2026-07-24T02:27:12Z"}