One of the four themes of the EYFS is Learning and Development, which describes the principles that underpin the different ways that children learn and develop and how these principles can be put into practice. It shows how all the areas of learning are equally important and interconnected. The commitment to Creativity and Critical Thinking (4.3) explores the importance of play and its link with thinking.
'When children have opportunities to play with ideas in different situations and with a variety of resources, they discover connections and come to new and better understandings and ways of doing things. Adult support in this process enhances their ability to think critically and ask questions.' (Learning and Development Card 4.3).
This article reflects on this commitment and asks some key questions.
1. What does creativity and critical thinking actually mean?
If you observe children as they play you will see many of the characteristics of creativity and critical thinking. For example:
- Concentration - babies gazing at and focusing intently on faces or fascinating objects
- Puzzling things out - a toddler trying to puzzle out how to build a tower of bricks without it falling over
- Matching things up - the young children who want to make a picnic outside and need to bring enough pots for all the teddies they have lined up under the tree.
Creativity involves play, particularly imaginative play where children can initiate their own ideas, make choices and decisions. It is about exploration, finding out and using all the senses to make connections between what you know and understand already and all the new experiences and learning there is to do. It's also about taking risks and being able to make mistakes.
If children can do all these things as they play, talk and explore, they will be involved in critical thinking, using a wide range of skills including curiosity, problem-solving, reasoning, experimenting, imagining, persistence and sustained shared thinking. These are the characteristics of creativity and critical thinking that are explored throughout the EYFS, in particular on card 4.3 but also in, for example, Language for Thinking, EYFS Practice Guidance p.49-51.
Creativity and critical thinking are complex and deep aspects of young children's development. Painting, collage and clay are excellent ways of fostering creativity, and allow children to experiment and hypothesise as they use their creativity and imagination to represent and connect their developing ideas about the world around them. It is very important not to underestimate the creativity and thinking power of young children.
George (3.4) became totally absorbed in his painting and concentrated for quite some time, as he carefully used his paintbrush to make the lines, circle and blobs. He then walked away without any comment until his key person, who was curious about the precision of the lines and the pattern, asked him to tell her about the picture. He recounted careful details of the roundabout and roads he went on in the car on his way home, which the practitioner was then able to share with his mum when she came to collect him. George, however, had already moved on to the next thing and was involved in the home corner as Batman!
2. How do I know what this looks like in practice?
An enabling environment and effective practice will support babies, toddlers and young children as they think and play creatively. For babies this means providing open-ended materials they can explore in different ways, using all their senses, like treasure baskets. Babies will immediately want to explore what the things in the basket taste, feel and smell like. Games such as 'Peepo' will help them begin to understand cause and effect and the concept of 'object permanence' as they realise that you have not disappeared, you are just hidden behind something. These simple games are vital to developing their thinking as well as their language skills.
Jessica at 6.5 months plays with her treasure basket and explores the materials with focused curiosity and deep involvement. Her facial expressions and movements tell us a great deal about her creative thinking and development.
Toddlers, who are mobile and active, need further opportunities to explore, experiment and create in their safe environment. The best materials are the natural ones and those that can be used in all kinds of ways - water, sand, paint and cardboard boxes are a good place to start. Remember it is the child's thinking and creativity you are fostering, and children often have clear and innovative ideas of their own.
'Our task, regarding creativity, is to help children climb their own mountains, as high as possible. No one can do more,' wrote Loris Malaguzzi (1920 - 1994). These are wise words and a helpful metaphor to keep in mind as you plan for children's creativity.
It's important to give all children the time and space to be creative and to think, so don't rush them into giving an answer to your questions, and let them carry on with their 'projects' even if it's time to pack away. If we want children to be creative, to concentrate for longer periods of time and think more deeply, then avoiding interruptions is essential. A 'stop- start' routine will not encourage children to stick at anything for very long, as they quickly learn that it's not worth it since they will have to stop just when it's getting interesting.
3. How can I support all children's creativity and critical thinking?
Practitioners who observe children and record their ideas will be ready for the spontaneous as well as the planned. Here's an example.
Harry's reception class teacher was worried about his progress as he approached Year 1. He wasn't interested in writing or drawing. She found out that he was an expert on trains and knew every station, in the right order, between his home in the north and London. As she supported Harry, by following his interest, he made some fascinating connections in his thinking and surprised his teacher with this complex and detailed map.
Harry drew this picture on a large piece of paper, mapping out where he lives, where he goes to school and significant places in his city. They are all geographically correct and include the names of schools, shops, buildings, rivers and roads. His picture shows how sophisticated his thinking is and the connections he is making between home, school, community and even his city. He went on, with the support of his family and teacher, to make other more complex three-dimensional maps, as well as using a writing book to construct his own A to Z road map!
NATIONAL STRATEGIES RESOURCES
- The EYFS CD Rom 4.3 Learning and Development - Creativity and Critical Thinking has further guidance on making connections, transforming understanding, sustained shared thinking, effective practice, challenges and dilemmas, and reflecting on practice, as well as helpful video clips to illustrate good practice
- The Early Years Foundation Stage: Setting the standards for learning, development and care for children from birth to five. DCSF, May 2008 (ref: 00261-2008PCK-EN)
- Social and Emotional Aspects of Development: Guidance for practitioners working in the Early Years Foundation Stage. DCSF October 2008 (ref: 00707 - 2008BKT-EN).
- Confident, capable and creative: Supporting boys' achievements. DCSF 2007 (ref: 00682-2007BKT-EN)
- Inclusion Development Programme: Supporting children with speech, language and communication needs: Guidance for practitioners in the Early Years Foundation Stage. DCSF, February 2008 (ref: 00215-2008BKT-EN)
- The materials are available online at: www.standards.dcsf.gov.uk/nationalstrategies by searching using the reference numbers. Copies may also be available to order by telephone on 0845 60 222 60 or can be ordered at www.teachernet.gov.uk/publications by quoting the reference numbers
REFERENCES:
- For Loris Malaguzzi see Edwards, C, Gandini, L, Forman, G (Eds) The Hundred Languages of Children: the Reggio Approach - Advanced Reflections (p.77) Ablex Publishing.
