FOSTERING CREATIVITY IN CHILDREN'S learning is prioritised in a number of early childhood education framework documents across the world. Despite this emphasis, the educator's role in supporting children's creativity is often mitigated due to lack of understanding about the nature of creativity and how to appropriately provide support. This paper presents a practitioner-based case study of children's graphic-narrative-embodied play experiences through interlocutor–child interactions in one early childhood setting in Melbourne, Australia. The study aimed to investigate how one-to-one creative dialogues support children's drawing, talking and gesturing. Three children's graphic-narrative-embodied play and interlocutor–child interactions were video-recorded, transcribed and analysed using an interpretivist paradigm. The analysis process was guided by sociocultural theories and pre-existing frameworks on children's creative dispositions, thinking styles and creative processes in multimodal meaning-making. Key findings include conditions that favour creativity in children's graphic-narrative-embodied play and approaches to co-creating this with children.
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