Creative development is one of those curriculum areas that everyone agrees is important, but at the same time is often marginalised especially once children get to school. While it forms part of the Foundation Stage curriculum, most teachers find that once children begin the National Curriculum, there is less time available for developing and nurturing children's self-expression.
In some ways the lack of emphasis on developing self-expression is very short sighted, because in a fast changing world, creativity is now more important than ever before. Employers are on the look-out for people who can think creatively to solve problems and take the initiative. 'We certainly recruit against the criteria of creativity, innovation and problem-solving,' explains Ruth Griffin, human resources manager for a well-known FTSE quoted company. 'We carry out a battery of psychometric tests which specifically look at these areas.'
Creativity is not only in demand in the world of business but is also important for scientists and mathema-ticians. 'The leading scientists are always those who are not just com-petent, but who are creative in their thinking,' says Professor John Enderby, vice-president of the Royal Society, the UK's national academy for science. 'We should therefore be looking for ways to encourage children to explore and create.'
It is reassuring to see that at least in the Foundation Stage, a specific area of learning is devoted to supporting and developing children's creativity. However, many practitioners still feel unsure about how best to deliver this area of learning. Hazel Brook, an illustrator who also works part time in a nursery, says, 'There is an assumption that you have to be good at art to help children. This is not the case, because the skill lies in putting out interesting materials and then just stepping back.'
Her advice is quite simple. 'Remember that children are naturally creative and have no qualms about trying things out. By structuring an activity too much, you run the danger of teaching children that there is only one way to do things, and this often undermines children's confidence.'
Practitioners can also face pressure from parents, as many like to see their child emerging with something they have made at the end of the day.
Elaine Piper, owner of a chain of nurseries in the south-east of England, says her nursery staff strive to avoid this. 'We spend time reassuring parents and explaining to them what their child has gained from, for example, a community painting or from playing in the jelly. This, along with encouraging them to drop in and be a "fly on the wall", tends to help parents see the value just in what their children are doing.'
Finally, if creativity is really linked to success in later life, who knows -the child who you see merrily shaking a tambourine or making impressive marks might be the next Richard Branson or Madame Curie!
