A Parent's Guide to ... Expressive Arts and Design

Within the revised Early Years Foundation Stage, it is the area of learning called Expressive Arts and Design that encompasses all things creative (see box).

It is a very broad area of learning and covers:

• music, singing and dancing

• art - including painting and drawing, collage and printmaking

• stories and rhymes

• imaginative play - this includes: 'role play' in which children pretend to be different characters from 'mummy' or 'daddy' to superheroes and fire officers; and 'small-world play', where children use miniature toys, such as cars, animals and people to take on roles and create their own stories

• modelling - with malleable materials, such as clay or mud; 'junk materials', such as cardboard; and wood and metal (in design and technology), and

• using technology like cameras, recorders and computers creatively.

ASPECTS

Within this area of learning, 'creative development' is divided into two main aspects:

• exploring and using media and materials, and

• being imaginative.

'Exploring and using media and materials' is all about introducing your child to creative experiences, such as music, and giving them opportunities to explore materials (paper, clay, fabrics), learn about tools (for example, paintbrushes and scissors) and experiment (with colour, texture, form).

'Being imaginative' is about your child using what they have learned about 'media and materials' to express themselves in original ways and to express their thoughts, feelings and ideas through art, role play, stories and so on.

WHY IS CREATIVE DEVELOPMENT SO IMPORTANT?

Sometimes, parents - and schools - place a greater emphasis on a child learning to read and write than on creativity, however, it's important not to undervalue this area of the curriculum. As a Specific area of learning within the new EYFS, Expressive Arts and Design will feature more prominently in your child's learning after the age of three, but 'creative' learning is important for children of all ages, as it brings huge benefits to a child's overall development.

Creative experiences help children to:

• be imaginative and express themselves in various ways

• learn about objects and materials around them, from interesting pieces of shiny fabric to leaves, and mud

• discover what they can and can't do

• build on what they already know by setting themselves challenges and problem solve - for example, 'How can I turn this cardboard box into a car?'

• take charge and make decisions for themselves - something that is usually left to adults. In their imaginative play, children can develop stories as they want

• understand the adult world - being a mummy, daddy, doctor or fireman helps children make sense of family and working life

• explore their feelings and fears - for example, being a superhero lets children enter the world of 'goodies' and baddies' in safety.

They also help children to develop:

• the ability to concentrate and persevere - to try things out, make a mistake and try again makes children more open to learning new things

• social skills - acting out stories encourages children to co-operate with others, take turns and negotiate what will happen next

• their language and communication skills - when singing rhymes, creating stories, explaining what is in their painting. In role play, they are able to rehearse, extend and use language in a variety of situations, from politely helping a customer at the supermarket to fighting a dragon in a castle

• their reading and maths and skills - for example, pretending to be a bus driver, 'reading' a shopping list, 'measuring' and estimating the size and shape of materials to be used in a model that they are making

• physical co-ordination - when, for example, holding a paintbrush or beating a drum

• their memory - by learning rhymes and recounting stories

• confidence - this is particularly important as confident children are more willing to try out new activities and are better able to cope with change.

It's important too not to lose sight of the enjoyment that children - and adults - derive from creative experiences. Just think how big a part music plays in many people's lives.

WHAT DOES 'CREATIVITY' LOOK LIKE?

Play is the main way in which your child will express themselves creatively, and, as a parent, this creative play can give you a real window into your child's thoughts, ideas and interests.

'Creativity' becomes ever easier to identify as a child gets older - their drawings become more detailed, they are able to learn more songs, or make up their own rhymes, and the range of characters that they act out in their play becomes more varied.

Harder for parents to identify is 'creative' learning in babies and toddlers. Children at this stage explore and learn about the world around them using their senses, so being 'creative' can mean holding, squeezing, banging or 'tasting' objects, as well as making early attempts to clap along to music.

Watch your child with an unfamiliar object and the chances are they'll put it in their mouth before shaking it and bringing it very close to their eyes. (The mouth and tongue are the most sensitive areas at this time, so 'tasting' is the best to try to find out what this 'thing' is!). Or notice as your child pokes, prods, rolls and flattens some pastry dough. This is all part of your child expressing what they like and don't like, and it is these early explorations of materials that provides the basis for your child's later creative development.

HOW CAN I SUPPORT MY CHILD'S CREATIVITY?

To support your child to become even more creative and expressive:

• Don't let creativity stop at the nursery gates. Babies and toddlers enjoy exploring paint, playdough and sensory objects, with a range of textures, materials, even smells, such as brushes, metal and wooden spoons and ribbons. As your child moves beyond the toddler phase, provide: - a selection of paper, glue, paint and other creative resources like ribbon and glitter for your child to use in their art - clay or playdough for modelling - cardboard, sticky tape, string and so on for making models - basic musical instruments, even pans, pot lids and home-made ones like plastic drinks bottle filled with some rice - basic role-play props - a pair of shoes, a bag and a few lengths of fabric will be enough to set the scene while sheets and large boxes are ideal for making dens.

• When buying toys and other playthings, always opt for the 'open-ended', that is, something that has lots of possible uses. A pink, plastic castle can be only a pink, plastic castle, whereas a big cardboard box can be a garage in the morning, a bus by teatime and a castle tomorrow. Before buying, ask yourself: 'How many ways can my child use this toy?'

• Provide opportunities for your child to be creative outdoors, as well as in. Outdoors they can create things on a much larger scale and have a greater sense of freedom.

• Try not to worry too much about mess - it's part of the creative process and you can set clear boundaries about where your child can play with paint or clay.

• Give your child plenty of time to explore and avoid rushing them to finish what they are doing - creative ideas take time to develop and flow. You may find your child's nursery has a small area specially for children to store their models overnight so that they can return to them the next day.

• Join in your child's play, but remember it is their creative ideas that you want to develop and not yours. Don't do everything for them, encourage them to try first. Be ready to join in their role play too, as children often enjoy having an adult playmate that they can direct.

• Don't be alarmed if your child wants to play with 'guns'. By entering the worlds of 'goodies' and 'baddies', children can learn some important lessons about violence and how to behave

• Make music part of your child's life. Hearing and making music and singing songs has an invaluable effect on children's language and physical skills.

• Remember creativity is not just about 'producing' things. Nurseries often feel under pressure to have children 'produce' things to show parents at the end of the day, but what really matters is the effort and the ideas that have gone in to your child's drawings or models. Don't forget too that it takes time for children to use a paintbrush and express their ideas in a way that adults understand.

• Value your children's efforts. Take time to look at what they have made and talk about it, then put it on display.

• Above all, talk with your child and listen to what they say. Shared conversations are one of the most meaningful things you can have with your child, especially when they are telling you about their ideas and interests. And you can still have a conversation with your baby and toddler by responding to their facial expressions, their pointing fingers and their why questions.

Being creative and expressive is part of who your child is and how they see their world so celebrate their creations and enjoy the moment.

THE REVISED EARLY YEARS FOUNDATION STAGE

The Early Years Foundation Stage (EYFS) sets the standards that nurseries, childminders and other early years providers in England must meet to ensure that children develop and learn well and are kept healthy and safe.

The skills, abilities and knowledge that a child is likely to learn in the vital early years, between birth and age five, are divided into seven areas of Learning and Development in the revised EYFS: three Prime and four Specific.

The Prime areas are:

• Physical Development

• Personal, Social and Emotional Development, and

• Communication and Language.

The Specific areas are:

• Literacy

• Mathematics

• Understanding the World, and

• Expressive Arts and Design.

All the areas are important and interconnected. However, the Prime areas are seen as fundamental in the earliest years from birth to three, as they support all of children's development and later learning. Without enough of the right kinds of experiences in the Prime areas, children may struggle with their learning, find it difficult to communicate well and their confidence and emotional resilience may be affected.

Importantly, the revised EYFS recognises that children learn through:

• playing

• exploring

• being active

• creating, and

• thinking critically.

It acknowledges too that children develop at their own rate and in their own ways, so 'stages of development' have no fixed age boundaries.

Di Chilvers is an advisory consultant in early childhood