Explore your inner artist

Candidates for Early Years Professional Status often struggle to express their understanding of creativity and the arts - according to Andrew Henon, editor of Creativity/Works (2009), it is vital that adults explore their own understanding of the creative process if they are to support children in developing their creativity.

EYPs, as leading practitioners, should also explore their own understanding of creativity if they are to influence the practice of other adults. I recall the many observations in settings where there have been 'art' activities planned for children, in which the adult has control over the design, the materials, the methods and the tools to be deployed. On a few occasions the vision held by the adult was not shared with the children and I, as the observer, was confused about the expectations.

On such occasions, the children are not being creative, but are merely following instructions. at times, as adults, we stifle the potential creativity in some children by the way in which we control situations.

A child needs to be free from worry over adult expectations if he/she is to be free to express, invent and imagine. Surely, it is through such freedom that children create knowledge and understanding about themselves and their world.

In a rapidly changing world children need to be creative and imaginative to deal with the challenges. I identified five areas for consideration:

• Inspiration: as professionals we need to consider ways in which we can inspire children through the variety of resources we use, stories, pictures, sounds and music, experiences and time to explore. If we restrict the resources available are we restricting creativity, and if resources are plentiful, is this overwhelming?
• Appreciation: Children will pick up on our own attitudes. We must learn how to appreciate creativity with children, as well as supporting them in expressing appreciation of their own creations, and those of their friends. How often do adults select works of art that they deem fit to be put on display?
• Expression: freedom to be creative is freedom to express oneself. Children can use music, drawing, painting, creative play and workshop activity to express their thoughts and ideas. It is a privilege to see children respond excitedly to natural phenomena that often go unnoticed by adults.
• Emotions: Provision for creativity allows children to express their emotions. Music is a powerful conveyor of moods and we know that colour can be used to represent moods. Those who work with children who are in difficulties know how the use of painting and drawings enables children to express feelings that are difficult to articulate.
• Imagination: as adults, we have a responsibility to provide ample resources and, very importantly, time for children to ponder, use their imagination and to be inventive.

Our early Years Professional Conference, held at Liverpool Hope university in November 2009, presented an opportunity for delegates to explore their own understanding of creativity. It also provided opportunities to share thoughts on how to support creative development in young children.

According to Andrew Heron, it is by sharing ideas, productions and creative gifts that we increase the flow of creative activity. This applies to both adults and children. In order to provide inspiration, some of the presentations and workshops were facilitated by Liverpool Tate, the Walker art Gallery, Royal Liverpool Philharmonic and a local dancer.

Ann Durnin from Wigan described a 'dinosaur' topic, which had been brought into the setting by children. The practitioners followed the children's interest providing a wide range of resources, both inside and outdoors, for children to pursue this interest. The children created their own dinosaurs and environment, with adults nearby who were prepared to be drawn into the play by the children.

Ruth Stronge, who led a workshop on creativity outdoors, believes that professionals should not control the design of the outdoors. She believes that natural environments in which the children can imagine and create their own play provide rich experiences. Claire Barker, from St Helens, attended the workshop and said that all permanent playground markings had been removed from her setting so that the children could create their own markings to suit their evolving play, so that these could be changed to requirements.

We were delighted with the success of the conference, which provided a wide menu of topics for reflection. It also helped raise the profile of professionals in the early years workforce.

EYE Volume 11, No 10, February 2010

Reproduced with permission. Early Years Educator (c)2010 MA Education Limited.

EYE is available through subscription or from selected newsagents and bookstands. It features a broad range of professional articles for practitioners who are serious about developing their career including information for those working, or wanting to work, in early years and attain the Early Years Professional Status (EYPS).