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Creativity And Critical Thinking

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Creativity is defined as the act of making something happen that represents a person’s own ideas through, feeling and thoughts. Moreover, the definitions given in the context of early years have been established based on children analysing situations and coming up with new ideas or actions and being able to think outside the box (White 2008). For example, a child who is trying to solve a puzzle which they have never seen before would have to think outside the box to try and figure out how to put the puzzle together. Social environment can help improve a child’s creativity because a positive environment causes a child to be motivated to think critically (Amabile 2012).

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Amabile describes the reward enhance motivation model which is the theory that if children are competing for prizes and rewards, it motivates them to enhances creativity and when creativity occurs the child would produce better work. In my setting we use the reward enhanced motivation model when we are encouraging the children to draw pictures which describes how they found their day at nursery. The child who is able produce the most creative picture about their day we reward them with a certificate this encourages the children to think harder about what they are drawing and how it can be different from the rest of their class mates. It is also important that practioners provide activities which will help the children creativity to flourish. Generating ideas also falls under the category of critical thinking. In this essay am going to discuss child led activity which encourage thinking skills and allow the child to be imaginative will help develop their creativity and analytical thinking.

Creativity and imagination are interconnected as one is needed to be able to come up with new ideas. I believe playful imaginative activities is the bedrock of our ability to be spontaneous, creative and expressive. For example, in my setting we provide resources that encourage children to explore. Whilst they explore and engage they use their thinking skills to make and create things that shows good imagination such as puppet play. Some of the children can use their journey to nursery to tell a story about traffic all through their imaginations. Some narrate about their visit to the GP, pretending one puppet is the nurse and the other being a doctor all through their imagination in a narrative mode that show creativity. Another example is junk modelling. Children create cars aeroplane and gift box with scrap pieces paper and materials which will normally be thrown in the bin. Through their imagination and through problem solving the children can take the limited resources they have to create a real-life object or in other words they can have an idea and make it into a reality. Through this they are exploring the alternatives to create things, this is where they show their creativity.

Upon my observations child-led activity encourages creativity therefore it is important for children to take control of their learning, it will allow them to learn first-hand experiences, encourage them to choose how to use resources to do so gives them motivation, imagination to expand their ideas in creativity curiosity and imagination, extend their learning development , I believe child led activity provide the learning opportunities. My reason for stating my position is that during child led activity I observe the children being motivated to learn, for example mark=making time children can scribble anything on the paper and through open ended play, they give you all the meaning about what they have done through their imagination and I believe that is creativity. All children are different and they learn in their own way so given them the time and space to solve or create something is unique to and give them the satisfaction when they complete a task without any help from adult, and that brings them fulfilment and makes them happy (Roger’s 1954)

Child led activities makes the children happy because they feel that they have achieve something and makes them excited to tell their peers or adult about what they have built or create making them happy and proud. This is my personal value that child led activity gives us the opportunity to know the children we look after more as we observed and listening to them talk, share their ideas, and extending their learning through practical involvement, learning to work in a group as they do task together, allow as to see their strength and weakness and recognised who they play well with, whom they have foam relationship with for us practitioners to support the children to achieve their learning goals, child led encourage interacting with other children to enhance their personal social development , and communication and language skills. Working with children for many years I have observed that children who are not talking at all during adult led activities such as circle time, started to communicate if peers whilst playing alongside them during child led activities this is my personal observation.

Through my experience I have also observed that children who had difficulty engaging and concentrating during adult initiated activities, when they are given the opportunity to l lead their own play tend to more focus, engage and seem very calm when they feel that they are in control of their play and are happy to use their own idea and imagination to make thinks that is creative. One area that I have observed this is the construction area within my setting, I see a lot of learning taken place when the children are their own ideas to create things using mega blocks, stickie bricks to build houses, making links and demonstrating the characteristic of effective learning (The Early Years Foundation Stage 2017). According to EYFS, children need to play and explore for them to learn as it is a very important part of the early year’s foundation, therefore it is evident that children learn through play (Vygotsky 1978).

My role as a practitioner is to do risk assessment on the environment, set-up a generous environment with a lot of potential, providing continuous access to resources ensuring that children know their way around to encourage children to be independent leaners for them to reach their full potentials. To support children learning within my setting, our aim is to set-up all the prime area, home corner, book corner, writing area, and the specific are, for mark marking, investigating, mathematics, creative area, all according to the principles of (EYFS) adding books and photos to see what the children comes up with. Bruce (2001). Children learn better when they are given responsibility that allow them to make errors decisions and are value as competent learner all through child led activities.

The historical perspective on child led activities that has influence modern perspective is Vygotsky, (19 78). Vygotsky, hold a view that learning is considered to be active creation of knowledge structure from personal experience, Given children the opportunity to lead their own play encourage freedom for inventiveness, and imaginative ideas for their emotional wellbeing, for example I set-up junk modelling activities for after school children within my setting ages 7 and 8. I provided all the necessary resource for them whilst I sat down to observe what they can create out from the empty boxes, The children were so excited and after having their lunch they all sat down on the creative table to do their junk modelling. I observe the children talking among them self about what the intended to, demonstrating that they going to create something original, as they were going to create something from their own imagination and they are going to create something that they value (Redmond 2004).

I observe the children exploring, using scissors to cut independently on straight and curved line without adult support. Some of the children used egg box to make cars decorating it in different colours, some other children also making small people, others making house’s all from simple empty box and toilet paper role. I setup another activity at the home corner, it was an amazing to observe, children pretending to be chefs, doctors, teacher, the children using their own initiative to create their pretend profession using resources available shows that imagination and creativity go hand in hand.

Furthermore, my position is that, child led activities encourage critical thinking. This helps the development of the child because they are continuing what they learn within the class room at home. As practioners we promote creative activities all day and use the Leuven scale to measures a child well-being and involvement using a scale 1-5, when child is leading their own activity the involvement is higher the children looks happy and cheerful, they smile, cries out with pressure, (leaven, 1999). Leaven suggested that involvement, motivates and fascination are interconnected, He added that the most important is the satisfaction that goes with involvement stem from one the need to explore, this was evident when I observed children leading their own play and being responsible, and creating world of fantasy to become creative. (Moreover, Moyles,2005) see creativity as fundamental to successful learning, being creative allows children to make associations between one area learning to another and to broaden their understanding and stress that this area should be develop in early years setting. This happens when for examples shows a daily task in which reflection in practice take place on my personal professional values (moon, 2007).

Within my setting some practitioners do not agree to the fact that child led activity can extend children learning and development, I argue that in my own experience working with children I believe getting the right balance do encourage creativity. Butterworth, (2016) support this argument and suggested that children may giving the right answer, for wrong reasons, what determines the child apparently correct or incorrect respond is whether the child’s attention is drawn. Butterworth gave reason that a child needs to understand what adult mean when they pose questions designed to reveal children reasoning capacities, he calls it the” intellectual processes within the individual child”. Which the above statement is true because when a child led their own activity they understand it easy rather than adult explaining it to them. Within my setting I have evaluate that some children will nod for anything a practitioner will say or ask them for the sake of it and not necessary understanding what it means, for example a practitioner can ask a question like who want to tidy up after painting and some children will raise their hand but real and truly they would not do it.

Resnick, (2017) stated that “instructions is not limited to traditions “teacher’s task” such as lecturing or conducting recitations or setting out homework assignment, although these are certainly activities that may qualifies as instruction. Rather any act that intentionally arrange the world so that somebody will learn something more easily qualifies as instruction. Palincsar (1998), recognised through research that peer interaction provides greater opportunities for learning than adult interactions for example 3 which I also agreed to some extent, for example, Forman et al (1995), examined this issue in terms of activity structures 15% devoted to student presentation and 55% devoted to pair or small group work. Furthermore, of the 29% of the time that was rated as teacher centred the teacher interaction. All this example supports my personal view that child led activities do encourage creativity. Even though the EYFS encourage practitioner to model and interact with children to make sure teaching and learning being demonstrated within early years setting, promoting adult led activity.

Selleck, (2001) also discusses the knowledge we now have about young children brain development conclude that children “the main massage from scientist seems to be that children needs spontaneous playful interactions rather than any pre-planned or formal responses”, Selleck, argues that young children are the curriculum , and the adult role is to observe and support that creativity. Vygotsky (1979) theorised that interaction with adults or peers at a higher stage of development than the child is central to children’s learning development. So, this is obvious that there are different in opinion on children learning which it all comes to the welfare of the child should be paramount.

CONCLUSION

Upon reflecting on my position paper, I can understand both strategies to teach children to learn and imaginative is important to children educational learning. important to children learning, as creativity is very difficult to defined it is important to recognise that all children can be creative and imaginative, starting point is to absorbing is to give equal weight to different experiences and valuing cultural that is unlike your own requires the ability to learn, apply knowledge and reflect on my own practice.

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