There is no single system of planning that suits all settings and all children all the time. It is not a case of 'one size fits all'. But there are principles, which should underpin the systems we choose to use.
Too often, young children are given access to a narrow range of creative experiences, which are limited and superficial. For example, opportunities to paint can be restricted to using a few ready-mixed paints, with no choice of brush or paper texture, size or shape.
Research has shown that chosen play activities often provide the best opportunities for adults to extend children's thinking (EPPE, 2003).
Planning for creativity should, therefore, include time for extending child-initiated play as well as time for adult-initiated group work.
We need to differentiate the experiences we present, in order to match them to the learning needs of the individual children we are offering them to.
Creative and imaginative experiences offer children the freedom to use materials in an open-ended way. As there is no prescribed end product, individual children are able to use the materials and ideas in a way that matches their own learning needs. The adults' expertise is in finding ways to develop the skills and concepts children need at the time they need them.
Curriculum Guidance for the Foundation Stage stresses the importance of allowing children time to explore and experiment with materials.
Case study: exploring glue
During her observations of a group of two- and three-year-olds, Sam noticed that they were far more interested in exploring the properties of the glue provided than using it to stick the materials available in the workshop.
Sam decided to encourage this exploration by making available glue on a table covered with a plastic sheet. The glue was available to the children throughout the day and left overnight ready for them to continue their exploration the next day.
Over the next few days the children poured and dripped glue on the plastic sheet. They added materials such as food colouring, glitter and bits of paper to the glue to see what happened. As the glue dried the children observed that it changed from opaque to clear and they could see the materials embedded in the layers. Their explorations continued for more than a week.
The practitioners observed the children as they created the glue surface and recorded the children's development in the different areas of learning.
For example, the children worked together as a group and developed dispositions such as persistence and concentration, thus promoting their personal, social and emotional development. They explored the properties of materials and developed their knowledge and understanding of the world. The children were given time and space to explore. Their ideas were valued and acted upon.
TIME AND SPACE
Children who have been given plenty of time and space to develop their understanding of materials and acquire new skills will be better able to use these understandings and skills to express their own creative ideas.
CASE STUDY: DOLL'S HOUSE PROJECT
Tom was discussing presents with his key group of three- and four-year-olds. The children decided that they would like to make a doll's house as a present to themselves and the other children at the centre.
While this was not what Tom had planned to do with the children, he felt that he should capitalise on their enthusiasm for the project.
With Tom's help, the children spent time researching how to make a house - what they needed to include in their design, how the pieces fitted together, the best materials to use.
The children used the woodwork skills they had previously acquired to construct the frame, a process that enabled them to understand why accurate measuring is important. Once the structure was complete they used their knowledge of paint to create wallpaper for each room, and designed and made furniture.
Tom documented the process as they worked, noting especially the children's comments. He used this process to look at what the children had learned and relate it to the different areas of learning, so demonstrating the cross-curricular nature of creativity.
Building the house had given the children meaningful opportunities to:
* develop their mathematical concepts
* use their particular skills
* communicate clearly
* work collaboratively (both boys and girls).
Once the house was complete, it was interesting to see how much the boys in particular enjoyed playing with it and developing and acting out their own stories.
PLANNING: POINTS TO CONSIDER
* How is your planning based on observations of individual children's needs and interests?
* How does your planning relate to the children's previous experiences?
* How are the children involved in planning the experiences on offer?
* How do you introduce experiences to the children in ways that excite their curiosity?
* How do you organise materials, adults and the children to allow plenty of time for exploration and play?
* How do you make time for and support child-initiated experiences?
* How do you respond to the children's ideas and reactions to the experiences you are offering?
* How do you find out why they have used materials or ideas in a particular way?
* How do you find out if the result satisfies them? Are they happy with it?
* How do you find out how the children want to extend the experiences you have offered? What would they like to do or know next?
* How are the children's parents involved in planning?
