In education, “creativity” is a phrase that we all recognize in everyday speech, even if we are unfamiliar with the scientific study that surrounds it. Craft’s (1) survey of creativity in education provides a concise assessment of sixty years of research.
“By encouraging creativity and imagination, we are promoting children’s ability to explore and comprehend their world and increasing their opportunities to make new connections and reach new understandings.” (Duffy, 2006)
We will discuss a few highlights as well as additional research that illustrate the value of using this literature to reflect on one’s teaching techniques.
- Originality, inventiveness, and expressiveness are all characteristics of creativity. While it is frequently linked with the fine arts and literature, it is frequently applicable to parts of science, engineering, and other professions that involve design, research, and invention.
- The goal of education is to assist students in realizing their creative potential. Flexibility and dispersion in thinking are required for “creativity” – new ways of thinking or expressing oneself; exploring topics with no one, perfect solution.
- It entails students stretching and expanding their thoughts and ideas, as well as the creation of new insights. As a result, it frequently necessitates overcoming fear and boosting self-confidence.
Creating strong idea needs:
- strong motivation
- intellectual curiosity
- deep commitment
- independence in thought and action
- strong desire for self-realization
- strong sense of self
- strong self-confidence
- openness to impressions from within and without
- attracted to complexity and obscurity
- high sensitivity
- high capacity for emotional involvement in their investigations
“Creativity is a natural extension of our enthusiasm.” – Earl, a professional essay writing service and Assignment Help provider.
Creativity is a cognitive construct that is multifaceted, having been represented as an aspect of intelligence, a problem-solving ability, an associative or even an unconscious process, and has also been linked to a variety of constructs, including thinking in opposites, analogies and metaphors, intuition, inspiration, imagination, intelligence, and various mental reorganization processes.
Strategies to generate creative ideas:
The fact that so much educational research on creativity has been done in contexts significantly restricts its universal potential.
- Having enough space and time;
- fostering self-esteem and self-worth;
- mentoring in creative approaches;
- involving learners in higher-level thinking skills;
- encouraging the expression of ideas through a variety of media and means of expression;
- Encouraging interdisciplinary integration of subject area were among the pedagogical approaches to creativity that appeared to work best.
You’ll probably receive five different definitions of “creativity” if you ask five different professors. The process of “divergent thinking,” as defined by one definition of creativity, entails:
- The dismantling of outdated ideas and the formation of new ones
- Expanding the boundaries of knowledge, the emergence of brilliant ideas
- You can boost children’s drive and desire for in-depth study by encouraging diverse thinking. Encourage youngsters to constantly coming up with fresh ideas to help them develop their creative thinking skills.
- Complex thinking skills are developed when youngsters learn to be comfortable with ambiguity. Joey, an older child, for example, was happy to be invited to his buddy’s birthday celebration, but he was irritated because he did not receive the toy train that his friend had received as a birthday present.
- Children require assistance in understanding that holding conflicting or opposing thoughts and sentiments in their heads is feasible and appropriate.
- Give youngsters opportunities to experiment with unclear or uncertain concepts.
You may assist youngsters in comprehending the following:
- Some of your sentiments and wishes are similar to others, while others are unique.
- Some of the time, a buddy may wish to play the same game as you, but not all of the time.
- You have the option of doing certain things now and others later.
- One concept may be a good one or a bad one. (Singing songs is enjoyable, but not during naps while others are sleeping.)
- Actions have effects as well as choices. This type of thinking improves reasoning abilities and encourages children to come up with their own innovative solutions to problems.
- Teaching in an Innovative Way
- Keep the following in mind to help your child’s creativity:
- Interactions with you are one of the essential ways a child learns about his self-worth.
- Positive descriptions of children’s labour and ideas should be plentiful.
- Maintain your attention on each child’s individuality and the task of nurturing her trust and inventiveness.
- Hold group sessions where kids may openly share their thoughts, especially when it comes to problem-solving.
Questions that have no answers
Open-ended questions, often known as Socratic questions, are a fantastic method to get children’s creative juices flowing. These questions assist a youngster in separating himself from the present moment. In order to think creatively, you must make choices, make comparisons, explore new ideas, and formulate your own solutions to these issues.
Here are some open-ended questions that elicit creativity from children:
- What would happen if Saturdays were always rainy?
- What if automobiles never needed to be replaced?
- What would you do if a mouse was nibbling on your mother’s favourite flowers in your backyard?
- Why don’t we get up with our hair combed and neat?
- What would a cow, a bee, and a clover do if they got together?
- What would happen if cats could bark?
- What would happen if everyone’s shoes were the same size?
Keep in mind that certain questions may be too challenging for a youngster with limited real-world experience (some city children have never seen a cow or clover). Make sure your inquiries are tailored to the children’s existing experience knowledge. To broaden children’s backgrounds of experience, take them on a field trip, show them a film, or ask “experts” from various fields to come and speak to the class.
It’s fascinating to investigate how to jump-start children’s creativity in many curricular areas. Whether children are participating in art, dramatic play, music, or movement activities, careful thought and planning may help them expand their creative thinking talents.
Experiencing Art at a Higher Level
Drawing, clay work, printmaking, and slithering corn-starch loop between fingers are just a few of the art activities that foster creativity and are already staples in many early childhood schools. Sensitive observation will lead to innovative ideas. A teacher may, for example, give each of a small group of toddlers a large paintbrush and a cup of blue paint.
As one dabs blue on her page, she may notice. The youngster gazes at the area of blue on her paper with dreamy delight. She then puts her brush in the paint and stands there, wide-eyed, while the blue of her first swath intensifies in colour and large drips of blue paint slowly crawl down the easel paper. – She is enthralled by the ability to get a darker shade of blue.
The instructor recognised the child’s discovery that layering more and more colour alters the intensity of the colour and the amount of the drop during her observation. Your sensitivity to the force of a child’s discovery is the key to unlocking the child’s passionate dedication and joy, both of which are essential ingredients for creativity.
“Without imagination and investigation of ideas, our collective fund of knowledge would languish. We do need assessments to determine what students learn and understand, but we can incorporate imagination in the creation of those assessments to ensure that students’ creative thoughts and higher executive functions are incorporated into their assessment experiences,” said Dr Judy Willis; she is also Essay Writing Service and essay help service provider.
Some little people require a lot of physical movement all of the time. Dance and movement should be encouraged as much as possible for them. Separate the kids into two groups.
- Make music with one group by clapping hands, using rhythm instruments, or tapping their feet on the floor. Instruct the second group to pay close attention to their peers’ rhythms and to dance to the music in their own unique ways.
- Children learn to represent objects in space by moving their bodies. Toddlers like imitating bunny hops. Moving like a turtle, a dragonfly, or an elephant can appeal to older children. Inquire whether the youngsters can use their bodies to express emotions like delight, rage, or surprise.
- Many cooperative games, such as “Big Snake,” need creative thinking. Children form a two-person snake by stretching out on their stomachs and holding the person’s ankles in front of them. The “snake” slithers over onto its belly and connects with the others to form a four-person snake, and so on. The kids must work out how the snake might slither up a mountain or how to flip the snake over on its back without losing any of its components. “Consider this: “Playing games
- “Imagine this” games allow kids to go on imaginary adventures that challenge them to recall knowledge from memory, compare and contrast concepts, and link unrelated pieces of information.
- Allow youngsters to conjure up various imagined scenarios during rest time, such as being a fly busy walking over the ceiling. What exactly are they on the lookout for? From the fly’s upside-down perspective on the ceiling, how do the children see the fly on their cribs?
- You may also urge youngsters to act out scenarios such as: “You can take on the form of any animal you like. Which animal do you think you’d pick? What would you do if you were that animal for a day?”
- Some creativity games, such as “One Goes Back,” can help kids discover more about themselves, such as their likes and emotions. In this game, you could think to yourself,” “Assume you were given the following three things (named by the teacher): Which of the three would you relinquish if you had to choose? Why? What are you going to do with the other two items? Is it possible to combine them? How?”
- The “Uses” game taps into children’s capacity to come up with a variety of odd and unorthodox uses for things like a tin can, a paper clip, or a paper towel roll’s cardboard tube. When a teacher offered a group of 6-year-olds some men’s ties, they pretended to use them as seatbelts on a plane journey. They also claimed that the knots were snakes moving over the floor. Allow youngsters to use such items to act out their imagined scripts and then have a look through the window of their creative conjuring!
Picnic in the House
- Create imaginative indoor situations with your children to brighten everyone’s spirits during the dreary winter days.
- Create a summer picnic in the school, for example. Cover the floor with a big sheet. In shallow plastic tubs of water, place seashells and maybe a few handfuls of sand.
- Prepare a selection of sandwiches and fresh fruit slices with the kids. Solicit summer clothes from parents so that preschoolers may change into swimwear and tote towels. On the floor, place a tiny plastic swimming pool. Children may build sand pies or sort seashells on the border of the “sand” sheet after “going for a swim.”
- Poetic Routes
- Poems to read! The importance of wiring neural circuits with the diversity and complexity of linguistic exchanges is emphasized by brain researchers. “Use it or lose it” appears to be the rallying cry for early brain development, and “cells that fire together wire together.” Poems may be used to assist youngsters in solving problems and anticipating what will happen next.
- Another significant shift is the recognition of creativity as a social activity. Thinking of the classroom as an organization and understanding how members in that organization perceive a creative atmosphere can give insights into action items for instructors who want to nurture creativity, particularly those who want to promote social learning and utilize constructivist pedagogies.
- Creative students, according to Craft (1), are challenged by their goals, operations, and tasks; take the initiative and find relevant information; interact with others; meet new ideas with support and encouragement, and put forward new ideas and views; debate in an open, status-free environment; and Tolerate uncertainty and take risks.
Role of Teachers
Teachers may use creativity to create activities and experiences that challenge students to construct, dismantle, and change past learning, then mix it with new information and abilities to create original ideas or products. For example, in an English class, students could be asked to develop a sequence of metaphors or recreate a famous statement in two or three unique ways that either maintain or propose new meanings. In engineering, students could be asked to “construct a better mousetrap” given a set of raw materials or to “reproduce a two-dimensional design from a fresh viewpoint and in three dimensions.”
In any event, requiring students to change or generate anything necessitates the use of a number of sophisticated cognitive processes. Students must share ideas on how to complete projects and discuss the merits of presented ideas in collaborative activities, which is one advantage of collaborative learning as a tool for building creative skills. This type of conversation encourages creativity while also providing a practical component.
With these tips and strategies, you can infuse creative ideas in the minds of students and watch them make most of it in different realms of education.
Jake Thomson is a contributing writer to LiveWebTutors. He is a podcaster, style coach and has been a blogger and a professional blogger writing about educational skills, personal development, and motivation since 2010. He has her blogging website and well-established blog. LiveWebTutors operate a team of experts and qualified professionals who will provide high-quality Proofreading Editing services.