Creativity

How could creativity potentially impact on primary education?

This post will create discussion around creativity within education and explore the impact it has on a child’s learning.

Although definitions of creativity can be identified; it may also be a term than can become overcomplicated due to the uncertainty of the term. Torrance, (1988) stated that “creativity defies a precise definition because it is largely unseen, nonverbal, and unconscious” (p.43). This uncertainty of a non conclusive definition could be as a result to researchers not treating the study of creativity in much detail. Several different views have been included in the creativity debate (Starko 2013) and most theorists agree that creative process involves immeasurable positive results for a child’s learning and development.

My view of creativity mirrors that of Sharp’s who suggests the idea that it involves the “imagination and originality” (Sharp, 2004. P.5) Another view that correlates the views of Sharp includes “Creativity as: imaginative activity fashioned so as to produce outcomes that are both original and of value” (NACCCE 1999, p.30) I believe this statement to be true as in order for it to be identified that we are thinking creatively, we must be original and ensuring that our idea is authentic. It is often the ideas that are viewed as ‘different’ and ‘unique’ that are suggested to be creative as it is highlighted by Charles Mingus “Creativity is more than just being different.” I believe children should be encouraged to be creative and assured that when thinking creatively they are having a beneficial affect on their development and education as a whole. It should be emphasised that creative thinking also enables the application of knowledge in order to generate a variety of different ideas through divergent thinking (Casakin,2007).

The Fairy Logo

 A personal experience that relates to creative learning and imagination includes a session I participated in with other students. We worked with a local primary school, and in the session we talked about 'authentic learning'. We built fairy castles, rafts and looked for trees that were in disguise. Immediately I was able to recognise the children that would engage automatically and those that would need a little help finding their creative identity.

The Fairy Raft

In conversation with the pupils it was mentioned that they found easier to be creative when working outdoors. They said that having the natural environment around them while learning helped them spark their imagination in ways that would not be possible in the classroom. The children also stated how they enjoyed the freedom of the outdoors. Forest Schools aims are to promote the holistic development of all those involved, fostering resilient, confident, independent and creative learners (Knight, 2013). Learning outdoors allows children to make curriculum links while making it more engaging and relevant. Forest schools provides contact with the natural world and provides hands on experience for those that need it. The children became more confident as the session progressed and their engagement increased. According to Winnicott (1964), children believe that they own their environment and the people in it. This became apparent amongst the children as I observed how they worked with their peers and used their imagination.

Year 2 students with pupils from the local primary school

Within education, particularly in the foundation phase, I believe there is a significant hunger for creativity due to emphasis put on the development of “enterprising creative contributors” in the new welsh curriculum (Donaldson, 2015). In order for students to successfully fulfil the criteria of the new curriculum, creative thinking is essential both in and outside of the classroom in order to ‘make a difference for the better’ (QCA 1999:11-12).

Theorists that have similar views on creativity include both Plato and Rousseau. They argued many years ago that children should learn in imaginative and creative ways that keep them in tune with their natural ways of learning (Plummeridge 1980). This is important for them in order to gain knowledge in addition to keeping their imagination active. In the US it was Dewey that mirrored the views of Plato and Rousseau, but in Europe theorists Montessori and Piaget were spreading the same message. Each of the theorists shared the same belief that “children learn from doing” (Pound 2012). They both agreed that children should be given the opportunity to learn from “real life materials and experiences” (Mooney, 2013, p.38).  Having this creative opportunity within a classroom is vital in a child’s development as it exposes them to new challenges and enables them to learn with materials that they will be using later in life. This could impact on primary education as children are becoming more aware at a younger age of what is to come in their future years. Research suggests that autonomy and choice facilitate creativity (Craft, 2002) so ensuring choice and child led learning is available in classrooms is important in the encouragement of creativity.

According to Duffy (2006: xvi), "it seemed as though creativity had been relegated to the back seat in education but has made a come back" due to the value of creativity across the curriculum and also in a child’s understanding. Despite creativity being associated with expressive arts, the new shift for cross-curricular is ensuring that children are able to foster creative characteristics through all projects and subjects. The arts alone provide children with practical and visual learning experiences that enable them to express themselves and become confident individuals. Therefore, promoting creativity within all aspects of education and making it a priority joins up the curriculum making it more purposeful for children. Creativity has an immediate impact on the stimulation of practical learners that use the constructivist approach (Hein,1991).

In the UK, Every Child Matters and the Children Act (Dfes 2004) provide the right of every child to;

•      Be healthy

•         Stay safe

•         Enjoy and achieve

•         Make a positive contribution

•         Achieve economic well-being

Creativity ensures that the rights of each child are met. Without the opportunity for children to explore imagination and creativity these rights may not be fulfilled. This underlines the significance creativity has on a child’s immediate early year education and early life as a whole. Although educational policies come and go, it is essential that the demonstration of developmental approaches is present within schools and they are providing a sound basis for learning through the constructivist perspective.  The exploration of creativity and imagination should be taken advantage in order for children to make the most of their education.

Bibliography

Casakin, H. P. (2007). Factors of metaphors in design problem-solving: Implications for design creativity. International Journal of Design, 1(2), 21-33.

Craft, A. (2005). Creativity in schools: Tensions and dilemmas. Psychology Press.

Donaldson, G. (2015). Successful futures: independent review of curriculum and assessment arrangements in Wales: February 2015.

Duffy, B. (2006). Supporting creativity and imagination in the early years. McGraw-Hill Education (UK).

Hein, G. (1991). Constructivist learning theory. Institute for Inquiry. Available at:/http://www. exploratorium. edu/ifi/resources/constructivistlearning. htmlS.

International handbook of creative learning (pp/45-53). New York. Routledge.

N.A.C.C.C.E. (1999) All our futures: creativity, culture and education. London: DfEE

Knight, S. (2013) ‘What Makes A Forest Schools?’. Forest School and Outdoor Learning in the Early Years 2^nd ed.  3 Church Street: Singapore Ltd.

Mooney, C.G. (2013) Theories of childhood, Second edition: An introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. 2nd edn. San Francisco, CA, United States: Redleaf Press.

Plummeridge, C. (1980). Creativity and music education-the need for further clarification. Psychology of Music, 8(1), 34-40.

Pound, L. (2012). How children learn: From Montessori to Vygosky-educational theories and approaches made easy(Vol. 1). Andrews UK Limited.

Sharp, C. (2004) Developing young children’s creativity: what can we learn from research? Topic (32) pp.5-12

Starko, A. J. (2013). Creativity in the classroom: Schools of curious delight. Routledge.

Torrance, E. P. (1988). The nature of creativity as manifest in its testing. The nature of creativity, 43-75.

Winnicott, D. W. (1964). The Child, the Family, and the Outside World. Harmondsworth (Penguin) 1964.

Qualification and Curriculum Authority (QCA) (1999) The National Curriculum Handbook for Primary Teachers in England. London:QCA.