In this Topic (now Pre-Online) article, Caroline Sharp of the NFER considers evidence from research and theory as it applies to developing young children’s creativity. She explains how creativity is defined, and identifies the implications for staff working in early childhood settings. She also identifies some common myths about developing young children’s creativity.
The report makes no attempt to present a particular position on creativity (see Gibson 2005 for an interesting account of conflicting paradigms). It does, however, present an objective account of current understanding and a useful overview of the areas currently under focus: interpretations of creativity in educational policy, definitions of creativity, what creativity means for young children, the development of creativity, educational influence on creative development, the work of creative professionals. Finally there is a brief attempt to define the status quo.
The article provides a useful starting point for student teachers, teacher educators and classroom teachers wishing to keep up to date with current thinking on creativity. Clearly the literature base for an article outlining such thinking could be enormous and readers can judge for themselves the scope of a work that cites less than thirty sources in only five pages of well-spaced text. In the context of teacher-education and professional development such brevity may indeed be a virtue! The text is punctuated with quotations, examples, theoretical models, questions, and bullet-points. The author has managed to capture the flavour of current research without over-stating the position. That said, the logical flow of the narrative is not entirely ‘seamless’.
Furthermore, some sections are substantiated more fully than others. Section 1, relating to educational policy, is particularly brief and is now out of date in relation to the primary national strategy and publications such as Excellence and Enjoyment, and Every Child Matters. These two documents alone account for many of the major initiatives in creative approaches to the curriculum and well-being in school. The reader would be well-advised to consider these two documents in the light of this document.
Likewise, issues concerning child-development are under-explored in this brief account. There is much to learn about the value of creative approaches to education from the general literature on social and constructivist learning and the reader is encouraged to explore the additional literature cited in this review.
Other sections offer a more substantial insight into relevant issues. The discussion concerning educational influences on creativity, for example, offers insight into psychological dimensions, play, educational settings, programme design and teachers and creative teaching. Such a discussion provides a useful basis for student teachers to explore the implications of, and for, creative approaches. This is supported by a useful insert that dispels certain well-rehearsed myths about creative approaches:
- creativity is confined to the arts
- knowledge transfer across domains is unproblematic
- creativity equals fun
- creativity is an elite trait, restricted to a few very talented individuals
- education for creativity can be provided through unstructured play and unsupported activity
- creativity does not require a high level of subject knowledge.
Such myths threaten the success of the current drive towards the development of creative approaches and are worthy of debate. This list offers students and teacher-educators a valuable starting point for critical exploration of creativity thinking.
Creativity is undoubtedly one of the hot topics of the day (see Osborne 2004) and, whilst the relaxed and authoritative style of this article provides a basic introduction to key debates in developing young children’s creative abilities, one could be forgiven for not feeling the heat that is currently being generated in schools, universities and government circles. Consequently, this brief but objective introduction comes thoroughly recommended.
References and related reading
Craft, A. (2006) Fostering creativity with wisdom. Cambridge Journal of Education, Volume 36, Number 3 (September 2006), pp. 337-350
Duffy, B. (2006) Supporting creativity and imagination in the early years. Maidenhead: Open University Press
Gibson, H. (2005) What Creativity Isn't: The Presumptions of Instrumental and Individual Justifications for Creativity in Education . British Journal of Educational Studies, Volume 53, Number 2, pp. 148-167
Jones, R. & Wyse, D. (eds) (2004) Creativity in the primary curriculum. London: David Fulton
Littledyke, M. & Huxford, L. (2006) Teaching the Primary Curriculum for Constructive Learning. Abingdon: David Foulton Books
Mindham, C (2005) "Creativity and the young child", Early Years: An International Journal of Research and Development, Volume 25, Number 1, pp. 81-84
Osborne, T. (2004) "Against ‘Creativity’: a philistine rant", Economy and Society, Volume 32, Number 4 (November 2003), pp. 507-525
Wilson, A. (ed) (2005) Creativity in the primary school. Exeter: Learning Matters
Reviewed by:
Ian Shirley