The purpose of this research was to evaluate the impact of using an educational program on the development of creative writing skills in fourth-grade students. Creative writing is an important component of teaching, learning, and assessment at the level of primary education. The objectives of the study aimed to identify the general level of development of creative writing skills and establish any significant differences in the development of specific components of creative writing skills (narrative voice, characterization, mood and atmosphere, language and technical aspects of writing, dialogue, narration, setting, image and plot). A quasi-experimental design with intervention and control groups was used. A total of 146 students from 3 public school institutions in the city of Bacau, Romania, that include elementary grades participated in the study. The research group consisted of 73 students in the intervention group and 73 students in the control group. A paired-samples t test was used to compare the scores for two paired variables. The research results have shown that creative writing skills are developing in young school-age students. Also, it was found that there are significant differences in the students from the experimental group, compared to the students in the control group, at the level of the nine components of creative writing skills.

The current educational paradigm is deeply marked by the constructivist vision, focused not so much on the transmission of knowledge as, above all, on building one’s own knowledge, as a source of personal development. Literature, as a form of knowledge, primarily has an ontological function, focused on finding the way to oneself. If, in traditional perception, literature is evaluated only from a cognitive perspective, today it is necessary to reconsider this field, by developing approaches that also evaluate the imaginative capacities of students.The question: Is there still a need for literature? raises issues of general interest. Are educational policies at issue or not? Is one page of recommendations in the roadmap for improving reading skills enough to make them happen? Is just a change of perspective in assessment subjects enough to produce noticeable changes in the approach to reading in school? Do school curricula serve to build literacy skills? Literacy - here is a term not just borrowed to be in agreement with the concerns of the educational systems of other countries, but even a real and very serious problem of Romanian education! The most appropriate definition of this term is the one from the PISA tests: „understanding, using and reflecting on written texts with the aim of developing our knowledge and potential, to become active individuals in society”.

The study of literature is not only the equivalent of knowledge, but also of building one's own identity. Therefore, the approach to literature must be reshaped and reconsidered, so that it is necessary that the approaches take into account, in addition to the cognitive side of learning, the affective-attitudinal dimension and the creative-imaginative capacities of the students. Creative reading and creative writing offer teachers and students a fertile ground for exploiting and capitalizing on these capacities, while reading is not only about better understanding the ideas of the "other", but also a process that can lead to a deeper and more nuanced understanding of our own ideas and feelings, of the identity that we continuously build by relating to others. We must advocate for the stimulation of creativity, this being an essential means to develop critical thinking and to stimulate the potential of each student both in the process of reception and in the process of writing.