Connecting the previously unconnected is a key aspect of creativity, and the environment that we create needs to give the children the opportunity to do this. Curriculum Guidance for the Foundation Stage points out that practitioners should pay particular attention to creating an environment that stimulates children's creativity, originality and expressiveness. As practitioners we need to look at our own setting and maximise its potential for creativity.
EXPERIENCES
All children are entitled to creative experiences. The materials and activities that we offer should reflect a wide variety of cultural backgrounds. This is especially important for monocultural settings where children may have no opportunity to encounter cultural diversity in their community, and where home cultures emphasise clearly defined gender roles.
Creative experiences and imaginative play offer children the opportunity to explore and gain an insight into lifestyles outside their immediate family's.
Equally important is that children with special educational needs are not excluded, intentionally or unintentionally. The challenge is to adapt or expand the experience so that everyone who wishes can be involved.
Time
Curriculum Guidance for the Foundation Stage emphasises that children need time to explore, develop ideas and finish working at their ideas. So we must consider the organisation of the time available to ensure that the children have as much opportunity as possible to engage in creative experiences.
Lack of time is often cited as a reason for curtailing children's creativity, especially in the reception year, when the perceived demands of the numeracy and literacy strategies seem to eat into the time available.
Use of time is an opportunity for us practitioners ourselves to be creative. A cross-curricular approach allows us to draw on the appeal and potential of creative experiences to encourage learning and development across the curriculum. Such an approach enables children to deepen understanding and make creative connections, and helps practitioners to 'join up' the curriculum.
Points to consider
* Is the session organised in a way that allows for uninterrupted exploration and minimises interruptions?
* Is there an appropriate balance between child- and adult-initiated activity?
* Is there time for children to work alone, and/or with other children and adults?
* Can explorations continue over the course of a day, days or weeks, so allowing children to refine and develop their ideas and representations?
SPACE
Children need a space in which to be creative. Curiosity is a key part of the creative process. If children are in an environment that fails to excite their curiosity and encourage them to explore and play, they will not be creative.
The range of resources and organisation we provide determines what and how children can create, and how creative they can be. Creativity is about making meaningful connections, using ideas and/or materials in new ways.
Points to consider
Are there spaces for children to:
* move and think with their bodies?
* work indoors and outdoors?
* be active, work alone or with others?
* reflect and contemplate?
* leave work in progress to return to later?
* work on a range of surfaces?
Are there:
* spaces for storing and displaying equipment and resources that are tidy, safe, accessible and clearly labelled?
* materials organised in ways that encourage children to combine them in new and creative ways?
* outside spaces that complement the inside space?
* materials and resources organised in ways that allow the children to take responsibility for their environment?
* plenty of light sources, especially natural light?
* sympathetic and stimulating use of colour, form and texture in furniture and fittings?
* spaces for displays of children's and others' work, including mobiles and large constructions/sculptures?
* displays reflecting cultural traditions?
* plants, prints, artefacts, materials, books and so on to stimulate exploration, curiosity, play and creativity in all areas of provision? (see below).
