Generative Research and the Creative Analytic Paradigm

Whereas quantitative research values quantitative data and qualitative research values qualitative data, the identity of the new concept of generative research is in its valuing of generated ideas. The paper will present the case for generative research in terms of approaches to evaluating the quality of research and include examples of potential candidates for inclusion within this category of research. The Creative Analytic Paradigm (CAP) can be understood as a prototypical paradigm within generative research. The paper
will also present an outline of this approach and give particular attention key concepts in the CAP. An llustrative example of the application of the paradigm will be drawn from the context of the early-years physical learning environment (Reception/Nursery aged children). Both the concept of generative research as well as the potential afforded by the creative analytic paradigm would be of
general interest to practitioner researchers at all stages of education. The specific illustrative application of the CAP to the early-years physical learning environment would be of particular interest to early-years practitioners.