As early years practitioners, we have a vital role to play in developing children's creativity. But how best to support their artistic endeavours raises important questions, among them the question of intervention. If we want children to operate at the height of their creativity and, at the same time, reap all the educational benefits that sound art experiences can potentially offer, should we intervene or not?
The debate for and against intervention has been going on for decades and continues today. The non-interventionist approach, often termed the 'laissez-faire' approach, has its roots in early 20th century art education practice, when the writings and practice of various celebrated art educators and philosophers gave rise to the widespread, and still sound, belief that the child should have freedom to create, investigate and explore (Leeds, 1989).
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