In this paper, I explore the construction of the creative child after World War II and argue that the concept of "everyday creativity" is bound up with a cultural ideal firmly rooted in postwar circumstances. In addition to goods and spaces made for children, such as toys, playrooms, and schools, I suggest that the historiography of the idea of creativity can show how this abstract concept became so apparently concrete.
['Amy F. Ogata']
Cultivating and commodifying everyday creativity in postwar american childhood