EDU2CD | Child Development | Creativity for Childhood Development

Creativity is the way of expressing oneself, without any barriers. According to Bruce (2011), creativity can be defined as an inclination towards producing and identifying new ideas and possibilities. For a child, nothing can be termed as more satisfying than to express his or her inner feelings. It is also very necessary to provide a child with the freedom to express. In today’s context, there is a surge of inclination towards creativity amongst academicians, teachers as well as parents. All thanks to the various studies and researches, that are being conducted in order to find the factors that influence a child, people have come to know about the importance of creative engagements.  Many countries have included modules that will provide the students ample scope to apply their creative expertise. More emphasize has been given to incorporation of creativity in the elementary curriculum. This discussion is focused on the importance of incorporating creativity for the benefit of child development. Elaborate discussion has been done on the various perspectives of employing creativity in early childhood education. Finally, the essay focuses on the significance

According to the psychologists, children’s mental and emotional health can be understood by the nature of their creativity. To most of the parents, the most important skills they wish to see in their children are mostly related to the academic and social skills. As per the popular notion, creativity is associated with unusual talents. Hence, it is believed by few parents that the people having creative talents are rare to find. To a contrary to this notion, psychologists and councilors have emphasized the fact that creativity is not related to having unusual talents (Willis, Adie & Klenowski, 2013). Children should have the freedom of expressing their feelings and imaginations in whichever way they chooses. Scientists have shown that from a very early age, children are capable of discovering and applying new ideas. Every child has a unique way of expressing inner emotions and feelings. In addition to this, it is highly important that they should be given a chance to exercise the same. Hence, in the building years, it is highly important that a child is encouraged to exercise and apply their ideas and innovations. The process of experiencing and exploring new things influence them magnificently in their development.

While accessing the importance of creativity in childhood development, the utmost importance is given to the physical and emotional development of a child. Creative activities that involve physical movements help children to develop their motor neuron (Lynch, 2014). It is also been monitored that children, are mostly get interested into manipulating tools, exploring new things and assembling and building them up. Researches have shown that at the time of playing with these tools, children develop motor and sensory neurons. Moreover, by involving into such activities, children are getting involved into physical communication and interaction with the outer world.

Children often use art and colors to express their feelings. This also acts as a way of conveying their inner emotions and thought. For kids, especially for the younger ones expressing feelings through paintings and colors are ways that are more convenient (Mayesky, 2014). Most of the time it is seen that children are not able to communicate their feelings verbally. Moreover, activities such as these make them self-satisfied. It is found that children feel very happy and proud whenever they successfully create something. Creative engagements hence work as a boost for self-esteems.

Engaging into creative activities help children in their intellectual development as well. Children develop concentration and steadily learn to focus on their works and studies (Dilkes, Cunningham & Gray, 2014). By involving into these activities and processes, children learn to ask questions and measure their actions. Along with the growing age, children slowly begin to think critically, analyze facts and learn to apply them in suitable context.

Developing social skill is another important factor that is highly supported by engaging into creative activities. Children learn to communicate with the society as they start engaging into group activities. It help them to learn the importance of sharing and staying in a symbiotic relation with the society. Moreover, positive social skills such as feelings of sympathy, respect and compassion also grow with the help of these activities.

In reference to the previous studies, it is worth bearing in mind that creativity on part of the children is not only important for the overall growth of them, but it is also important for the growth of the country’s economic growth as well. According to the early learning framework provided by the Australian Government Department of Education and Training, the internationally recognized concepts of creativity in the classroom and curriculum can be segregated into two clear sections. One concept behind application of creativity in curriculum is that it should entail the ability of building a connection between the present ideas and the unconnected ideas. Another important aspect of creative thinking is to encourage imaginative thinking that are both valuable and original at the same time. It is also suggested that for the development of creative capabilities, the environment in which the students are learning is crucial. In this respect, the role of the teacher is held as of high importance. Moreover, it is also to be noted that classroom activities and communication are the factors that make a difference amongst the students (Education, 2018).  For a classroom activity, a teacher is regarded as one of the most important components and the methods the teacher employs to make the curriculum more creative are important as well ("Australasian Journal of Early Childhood - Early Childhood Australia", 2018). Throughout various studies, it is found that practicing creativity is multi-layered. The creative behaviors of the children are analyzed by their ability to make connections to the situations, taking their own decisions and producing original ideas.

Moreover, studies have also emphasized the fact that in order to boost creativity amongst the students, the teachers should be aware of the specific needs of individual students and their capabilities. Every child has certain different and specific needs. Hence, the needs of each child should be addressed so as to support their ability to imagine. The experiences of the early lives impart a long-term impression in the young minds. This help them in their building years, constitutes their thought process. Moreover, these experiences and memories of the early childhood influence the way they reciprocate and respond to the outer world and the society. A proper guideline and professional framework is constructed in order to support children in growing a balanced mental health and the overall wellbeing of them. The framework provided by the Australian government emphasizes the fact that early childhood and initial stages of learning is very important (Belonging, Being and becoming, 2018). It need ample amount of support and care from the end of the educators. A specific priority should be given to play-based learning methods (Lillard et al., 2013). In addition to this the Australian and State Territory Government has emphasized the fact that the teaching learning procedure should have more responsible and sympathetic approach so that a child develops a profound sense of security and wellbeing. Moreover, as a country with heterogeneous culture and social structure, the Australian government has provided guidelines that ensures cultural and social security for the Aboriginal as well as the Torres Strait Islander pupils (Berrett, 2013).

In the context of incorporating creativity in the curriculum and classroom activities, is somewhat a critical process. Inclusion of creativity in the classroom activities have to be well processed so that it encourage the students to think of the new possibilities and also makes them question the pre conceived notions. The fundamental idea behind these creative endeavors are children’s capability of active thinking and self-determination (Cremin, Chappell & Craft, 2013). By employing children into such creative activities and active thinking procedures, the curriculum help children in problem finding and searching for their solutions. The activities that indulge children into imaginative activities help in the growth of their logical analysis and rational behaviors. To build critical thinking abilities are the key motto behind these activities. Critical thinking help children in generating and applying new ideas in certain contexts. In addition to this, formation of concept is another important aspect of creativity (Pollard & Wilson, 2014). It indulges students into comparison, contrast and segregation of situations, ideas and objects.

Moreover, studies have also found that creativity is not bounded to any particular subject or sectors. Creativity encourages students to communicate and interact with the outer word. Incorporating creative activities hence create feelings of mutual support and respect (Mottweiler & Taylor, 2014). In this respect, it is also important to understand the differences between creative teaching and inclusion of creativity in curriculum. Incorporation of creativity in the curriculum does not mean that the teaching procedure or the teacher should be creative. Many a times it has been found that, a confusion arises regarding this issue. Often it is monitored that a teacher includes creativity in the way of teaching but it fails to ignite students to provide scopes of creative thinking and learning. While accessing the traits of a creative teacher, it is found that these teachers are enthusiastic and passionate about their profession (Ghirotto & Mazzoni, 2013). They are eloquent and are aware of the fact that the individually are creative beings. These teachers have been found to be engaging and attracting students in the classroom activities. However, this does not help children in their creative thinking procedure. The primary intention of making the students independent thinkers is not achieved.

Hence, in this context it is very important to know about the nuances and the features of pedagogical approaches that inspires students towards critical thinking. A responsible teacher, who understands the importance of involving creative stances in the classroom environment, intends to put children in such situations that make them think and question (Suciu, 2014). Hence, they approach the students with a more learner-focused approach, rather than learning and curriculum centered approaches. The teachers must be encouraging children to ask questions and challenge situations (Lemon & Garvis, 2013). This in turn help them to critically analyze, think and take calculated risks. Another important aspect of including creativity in all areas of the curriculum is to employ multi-modal teaching procedures. Frequent changing of these modes in the teaching procedure support the pattern of creative learning. Applying this procedure in the classroom environment demands for more intuitive approaches from the teachers.

Educators along with the parents play very important roles in building and nourishing a child’s early ages. They ensure that a child is being provided with an environment that is secured and encouraging at the same time. Along with the families, educators create a situation that help the children in active participation in situations that need critical thinking and risk taking. Moreover, creativity in all curriculum ensures that the children are being involved in the process of understanding their traditions and practices. In addition to this creativity helps the children to have a sensible and sympathetic mind towards other cultures, religions and social practices. Furthermore, learning through playing module helps the children to learn as well as create, imagine and discover new things. The module of playing and learning also encompasses of creating a cross-cultural bond and sense of being a part of the social group, amongst children. Whereas, maintaining a routine makes children disciplined, co-curricular activities and play-learning procedures help them to be creative and imaginative.

Reference

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Berrett, D. (2013). Creativity: A cure for the common curriculum. The Chronicle of Higher Education, 59(3), A33.

Bruce, T. (2011). Cultivating Creativity, For Babies, Toddlers and Young Children. Hodder Education.

Cremin, T., Chappell, K., & Craft, A. (2013). Reciprocity between narrative, questioning and imagination in the early and primary years: Examining the role of narrative in possibility thinking. Thinking Skills and Creativity, 9, 135-151.

Dilkes, J., Cunningham, C., & Gray, J. (2014). The new Australian curriculum, teachers and change fatigue. Australian Journal of Teacher Education (Online), 39(11), 45.

Education, N. (2018). Thinking about thinking in the classroom | Education Gazette - Education in New Zealand. Retrieved from https://gazette.education.govt.nz/articles/thinking-about-thinking-in-the-classroom/

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Lynch, T. (2014). Australian curriculum reform II: Health and physical education. European Physical Education Review, 20(4), 508-524.

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Reproduced by the Australian Government Department of Education and Training. for the Council of Australian Governments. (2018). Belonging, Being and becoming. Retrieved from https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

Suciu, T. (2014). The Importance of Creativity in Education. Bulletin of the Transilvania University of Brasov. Economic Sciences. Series V, 7(2), 151.

Willis, J., Adie, L., & Klenowski, V. (2013). Conceptualising teachers’ assessment literacies in an era of curriculum and assessment reform. The Australian Educational Researcher, 40(2), 241-256.