Due to the way in which the
economy has changed, it is of no wonder that Craft (2001) makes the bold
statement that:
‘Creativity is an integral aspect of learning and human
development, present and ongoing in the daily interactions of any community’
p.177.
Children should feel confident
in decision-making and develop the skills needed to adapt in an ever-changing
economy. Educators should equip children with the skills and knowledge base
needed to think independently and use imagination confidently. Creative enquiry
empowers children’s independent learning and confidence in problem-solving (Mitchell
and Kowalik, 1999). Children can explore areas of thinking creatively through
philosophical enquiry (Cam, 1997). Scientific enquiry supports curiosity for
learning and as Ryan and Sherrington (2002) mentions, helps children to become
independent investigators. Jones (2013) argues that Children have diverse
capabilities, and therefore teachers should address the individual needs of
children and consider learning styles (Clark, 2011) and multiple intelligences
that need to be nurtured (Gardner, 1993).
Creativity should be encouraged in the curriculum, and should be regarded as just as important as other subjects. Students may struggle with some academic areas but creativity can help build self-esteem.
A number of influences have
impacted teacher’s implementation of creativity in education especially
regarding the importance of creative play in the Foundation Phase. The Steiner approach views imagination and creativity as integral in learning (Steiner Waldorf Schools Fellowship Ltd, No Date).Maria Montessori who founded the first Casa
dei Bambini in 1906 educated children with constructive, sensory learning
experiences that involved age-appropriate tools resulting in an increase in
children’s self-worth and parent recognition of children’s value (Cornerstone
Montessori Ltd, 2014). In 1960, the American Montessori Society was established
whose president was Rambusch. It produced pedagogical resources and developed
standards for teacher training (American Montessori Society, 2014).
Maria Montessori believed that the natural world could influence creativity. Due to the influence of Montessori’s belief in the influence of nature on creativity (Turner, 1982), and her approach, the foundation phase offers an active environment where children can learn through their curiosity and explore (Welsh Assembly Government, 2008). The Reggio Emilia approach, founded by Loris Malaguzzi during 1920-1994 in Emilia Romagna City (Loh, 2006, YellowPages TM, 2014) offers teachers a methodology to enrich experiences resulting in enhancement of children’s creativity and curiosity (McGrue, No Date). Highscope was developed by Dr David Weikart in the 1960s and benefits pedagogy by setting out ten key experiences for pre-school children, all of which enhance creative play opportunities (Once upon a time, 2013). It supports Reggio Emilia’s emphasis on the vital importance of parent involvement (Moorhouse, 2012) and that children construct their learning with support from adults (NEYCE CIC, 2014). Educators should therefore consider the variety of methodology that supports creativity in the curriculum.
The Montesorri approach offers children an exciting environment for them to explore and learn through curiosity.
Maria Montessori believed that the natural world could influence creativity. Due to the influence of Montessori’s belief in the influence of nature on creativity (Turner, 1982), and her approach, the foundation phase offers an active environment where children can learn through their curiosity and explore (Welsh Assembly Government, 2008). The Reggio Emilia approach, founded by Loris Malaguzzi during 1920-1994 in Emilia Romagna City (Loh, 2006, YellowPages TM, 2014) offers teachers a methodology to enrich experiences resulting in enhancement of children’s creativity and curiosity (McGrue, No Date). Highscope was developed by Dr David Weikart in the 1960s and benefits pedagogy by setting out ten key experiences for pre-school children, all of which enhance creative play opportunities (Once upon a time, 2013). It supports Reggio Emilia’s emphasis on the vital importance of parent involvement (Moorhouse, 2012) and that children construct their learning with support from adults (NEYCE CIC, 2014). Educators should therefore consider the variety of methodology that supports creativity in the curriculum.
Ken Robinson talks about creativity, learning and curriculum.
Dr Ken Robinson, an expert in
the area of creativity in education (Principle Voices, No Date) worked with
Governments in Europe, USA and Asia as well as leading a national commission in
the UK about creativity and culture for the economy (Robinson, 2011). During his
talk called ‘How schools kill creativity’ (TED Conferences LLC, 2006) the
importance of creativity within the curriculum was addressed and he emphasised
the need for educators to acknowledge and embrace it (The Huffington Post,
2014). According to Craft (2003), initiatives have taken place to foster the
creativity of pupils and teachers within schools and also to bring together
technology, science, social sciences and art. Strict guidelines within the
curriculum might impede the implementation of artistic creativity, however
teachers can incorporate it when children document information on to paper.
Children’s spontaneity can be fostered and encouraged during discussions and activities. Robinson (2006) states that creativity is
equally important to literacy within education because children should be
enabled to express ideas in different forms. Considering that creativity is not
‘subject-specific’, I conclude that it could be fostered within each area of
the curriculum (Craft, 2003) by informed, enthusiastic educators.
Sensory play in the Foundation Phase and Foundation Stage gives children another area to develop creatively.
Forest Schools give children an exciting environment to explore which can impact on creativity within the classroom.
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