Download the PDF of Creativity: Let's Think
The Creative Thinking and Learning Project (CTLP), in the London Borough of Newham, has over the course of a year deepened practitioners’ understanding of the Characteristics of Effective Learning and raised the quality of children’s creative experiences and critical thinking.
Sheringham Nursery and Children’s Centre acted as a ‘hub’ for the project, which involved the Manor Park Early Years Forum group of settings and childminder network. With its aim being to encourage and enhance children’s creative learning and critical thinking, the project focused primarily on:
- the ‘Creating and thinking critically’ strand of the Characteristics of Effective Learning (EYFS 2017)
- the Specific area of Expressive Arts and Design (EAD).
‘Creating and thinking critically’ for some practitioners is not only hard to define and observe in practice, but is also difficult to support. The main challenge is how to develop the sensitive interactions with children that will promote learning and support Sustained Shared Thinking across all areas of learning.
EAD too poses its challenges, with some settings uncertain about its place in early learning and the breadth of experiences that it encompasses.
PROMOTING BEST PRACTICE
Beginning with children’s interests and valuing their contributions, the project built on the positive relationships between families, children, practitioners and settings.
A variety of exciting and enjoyable arts experiences were planned to support and inspire new learning. These activities included Hapa Zome – a form of Japanese art, Explore and Wonder Boxes and transient art (see box).
We looked at how we might use the arts to nurture other areas of learning, particularly the Prime areas (see the Kool Kidze case study, overleaf).
It was understood that both children and adults would be learning together, exploring new ideas, and developing confidence in their creativity and creative thinking along the way.
We also emphasised that creativity and critical thinking could develop across all areas of learning and development, and was not solely connected to the arts.
Key priorities included enhancing the learning environment and sharing what quality communication looked like. This involved making time to reflect, discuss and practise tuning in to children’s curiosity and learning – and so avoid more ‘results’-focused praise or unspecific phrases such as ‘well done’. As a result, practitioners throughout the project worked to increase their repertoire of comments to support involvement and thinking.
A successful strategy in hub setting Sheringham entailed one-to-one conversations between key person and child. During free-flow they would spend time reviewing the child’s special book and talk about learning (metacognition) together. The key person could then record any new thinking or ideas.
Throughout the project, practitioners shared their observations with parents. Towards the end of the summer term, everyone took part in some wonderful celebration events.
BENEFITS
On a practical level, practitioners and parents have enjoyed developing new ideas. This has led to a burst of creativity, with cost-effective ways to use easy-to-find and recycled materials. Children, practitioners and parents have developed their creative thinking, imagination and confidence.
In the words of the participants, ‘The project has allowed children to “think outside the box”, finding more than one way to use an object – it has covered all areas of development [and] I think we really got to grips about understanding the Characteristics [of Effective Learning] and why they’re important. We’ve developed the confidence to talk to parents more about their children’s learning.’
Settings have also developed their skills to observe children’s progress in action, such as when a child is struggling and persisting, working at the edge of their capabilities, or developing a new skill. One of the case studies involved two children attempting to build a wall with hollow blocks. With adult support, they were able to refine their technique, assess the risks in a positive way and build the wall successfully. This ultimately led to huge sense of satisfaction and achievement.
Another positive outcome has been a free, online resource illustrating the project, including many of the experiences that children, settings and families took part in. In her foreword, Nancy Stewart writes, ‘Practitioners describe their own learning, while the case studies of individual children’s responses are a delight, making the value of such high-quality professional development abundantly clear.’
TRANSIENT ART
Transient art involves using natural, free and found materials – gathered with the children – to create collages and sculpture. Objects can include, for example, fir cones, conkers, leaves, sticks and seed pods, with large buttons, glass beads, fabric tassels, clothes pegs and counters. Transient art can be set up indoors or out, alongside a ‘canvas’ to create art – for example, a builder’s tray, a clear table or floor space, small trays, picture frames, tiles or placemats.
After a training session, one childminder commented, ‘You can only use it [a usual plastic resource] one way really, and the children get bored. Whereas, with paper, art and natural materials, all different things are possible! All the thinking comes out of all the different ideas.’
CASE STUDIES
Kool Kidze – St Barnabas Pre School, Manor Park
‘Taking part in the CTLP was very helpful. We’ve introduced more nursery rhymes and music, and implemented new ideas to begin and end small-group times. As well as enjoying these opportunities, the children’s communication and language has really developed.
‘New materials such as dancing ribbons have encouraged movement and expression. We were inspired by the ideas to use natural resources for arts and crafts, and this has enabled us to plan and develop more exciting experiences for the children. As a pack-away setting, this is important, as we spend a lot of time organising the environment.
‘We were able to share creative ideas in a recent parents’ workshop to support a focus on literacy and mathematics. We created mini-sculptures using foil, paper twists and sticks – parents were pleased to be able to take these ideas home. Supportive projects like this have really helped us to develop practice.’
Honey Kaur, childminder
‘Through my practice, I have learnt that children are independent thinkers and will contribute their ideas to activities to deepen their thinking and imagination. I truly believe children are natural explorers, and we can encourage this by providing a rich environment, full of a wide variety of experiences. This allows children endless possibilities to be creative.
‘The CTLP has changed my perspective – I’ve learnt to stand back more, and tune into what’s going on, then to extend. My role is to follow the children’s ideas, and support if needed.
‘I really loved the concept of transient art – it was great to see how ordinary household objects could be used creatively. I take the children to the park and together we come up with all sorts of ideas to use leaves and sticks, making the most of what’s around us.
‘I use everyday store cupboard ingredients, such as flour or pasta for messy play experiences – the children are able to explore with no time limits, and we can change things by simply adding water, oil or both. I involve and share ideas with parents, and support them to understand that creativity doesn’t need expensive resources.
‘I recently invited a friend to run a Pilates session. I was bowled over by how much the children enjoyed this. It was amazing to see their engagement, and how creative they were in their movements. It highlighted for me how creativity spans all areas of learning.
‘At the end of the day, I like to reflect on how things have gone – like a “plan, do and review”. I decide if I’m going to try a different approach or change an activity for a particular child. New experiences like the Pilates session are important, stimulating both mine and the children’s imagination and creativity. I shared photos of the session with the children a few days later, and their big smiles said it all!’
MORE INFORMATION
- Creative Thinking and Learning Project – a free, illustrated guide to the project, available at www.eleysp.co.uk
- National Strategies (2009) Learning, Playing and Interacting: Good Practice in the Early Years Foundation Stage. DCSF Publications
- Stewart N (2011) How Children Learn: The Characteristics of Effective Early Learning. British Association of Early Childhood Education
- Moylett H (Ed) (2014) Characteristics of Effective Early Learning: Helping Young Children Become Learners for Life. OUP
- Siraj I, Kingston D and Melhuish E (2015) Assessing Quality in Early Childhood Education and Care: Sustained Shared Thinking and Emotional Well-being (SSTEW) Scale for 2-5-year-olds Provision. Trentham
Anni McTavish is an early years and creative arts consultant and was consultant on the Newham project
