How to encourage creativity in a child

This article has been written by Dr. Gai Lindsay, School of Education, University of Wollongong

It goes without saying that creativity is considered to be important and desirable – in life, art, engineering and architecture and, of course, in education. In fact, taking part in playful and creative activities is a human right (Article 31, Convention on the Rights of the Child). The words ‘creative’ and ‘creativity’ are used to describe all sorts of actions and you often hear people say, “that’s so creative!” or “you’re so creative!” And yet, lots of people emphatically state that they are not creative, mistakenly believing expertise with drawing or art-making defines creativity. Some people even think creativity is a magic gift that few people are born with, forgetting that developing any skills and abilities in any area of life takes practice and effort.

When you look at a child and comment positively about their creativity, what are you focussing on? What tells you that a person is creative? Or, is it just something we say to encourage children to draw, to think, to create without actually being able to specifically define the actions or dispositions behind the label of ‘creativity’? How can we effectively nurture creativity if we aren’t even sure how to define it?

Creativity is defined by the Cambridge dictionary as ‘the ability to produce or use original and unusual ideas.’ But what does that actually look like in action? Who determines whether an idea or action is unusual or original? To me, that kind of assessment would impose performance pressure and guarantee that the flow and freedom of creative exploration and play could be squashed! And yet, Sir Ken Robinson in his TED Talk suggests that many of the ways we educate children do just that. My own research has shown that adults often have strong memories about times in their childhood when their belief in themselves as artistic or creative was negatively impacted by the comments or actions of teachers or parents.

Instead of expecting children to simply ‘be creative’, it is more helpful to foster children’s dispositions for exploration, inventiveness, focus, experimentation, risk-taking, persistence and curiosity – the very dispositions that can support their potential for creativity in the future. Developing these kinds of 21st Century skills will help children thrive in futures we cannot even imagine; where the jobs they will do, the problems they will face and the worlds they will lead are completely unknown and largely unpredictable.

Harvard’s Project Zero’s framework for 21st Century excellence in education suggests that we need to stop thinking about children only as future citizens who must be prepared for future success. This kind of thinking is often the justification for narrow learning, where children are taught to perform well in tests, rather than supporting children to ‘learn how to learn’ and develop a love for learning. It is important to create rich environments that value children’s potential and multiple intelligences and build on children’s curiosity through topics that are meaningful and interesting to them. Where children are inspired to express their scientific ideas through drawings or to learn about fractions through dancing and music. When we think of children as “current active citizens in the here and now” we will be more likely to honour their human right to experience high quality play and learning experiences that support them to flourish (Krechevsky, Gray Wilson & Gonzalez, 2020).

Everyone has the potential for creativity, but we need to build the conditions and environments that foster children’s creative thinking.

Things to AVOID:

• Don’t take over. Let the child take charge of their own creative play and exploration.
• Don’t answer every question with a factual answer. You might know the answers, but being too eager to prove how much you know steals children’s opportunity to learn through experience. It is more important that children are supported to wonder and hypothesize, experiment and explore than have the adults in their lives fill in all of the blanks and answer all of their questions
• Don’t solve every problem for children. When you cut off the wondering with quick solutions, it sends children the message that there are right and wrong answers and suggests that adults know better and that children’s ideas and theories are inferior.

Things to DO:

• Provide children with opportunities to become familiar with all sorts of objects, loose parts, materials and tools. E.g. arts materials, microscopes, scales, calculators or construction sets. When children master techniques and processes, they will have the confidence to think outside of the square and to combine ideas to create unique solutions.
• Give children the time to engage in rich play and exploration with materials; time to experiment with how to use them and what they can do. Rushing children to perform to adult agendas and schedules will shut down inventiveness.
• Set up experiences in unusual contexts. E.g. What explorations and experimentation might occur if you put cooking scales in the sandpit, ropes and pulleys in the fort or a magnifying glass at a drawing table set up under a tree?
• Nurture reflection and risk-taking. E.g. When children’s attempts fail, don’t be too quick to solve the problems for them. Instead help them to value that failure is a pathway to solutions and creative problem solving.
• Introduce challenging experiences. E.g. Provide children with tools to deconstruct an old appliance (remove electrical cords first) and then challenge them to design an artwork or design using the loose parts.
• Pay attention, value and notice children’s unexpected discoveries.
• Foster wondering and provoke further exploration by asking questions that extend children’s thinking about their theories and the things they are interested in. Ask questions such as:
• I wonder….?
• How could we learn more about…?
• I wonder what else you could try?
• How do you think that happens?
• Can you take a photo/do a drawing to explain your thinking?

Children are naturally curious. They want to figure out how the world around them works. In fact, meaning-making and wondering are in their DNA…and in yours as well if you choose to rediscover and relearn how to engage in playful exploration!!

So have fun, value children’s ideas and believe in children’s brilliance as both current and future citizens!

Dr. Lindsay is a partner in Camp Australia’s Big Art Comp, providing valuable resources for families and being on the judging panel for submissions into this initiative. The competition is open until 27 March.

Csikszentmihalyi warns that “If too few opportunities for curiosity are available, if too many obstacles are placed in the way of risk and exploration, the motivation to engage in creative behaviour is easily extinguished” (Csikszentmihalyi, 1996).

Csikszentmihalyi, M. (1996). Creativity: Flow and the Psychology of Discovery and Invention. New York: Harper Collins Publishers.

Dr. Gai Lindsay is a lecturer in The Early Years degree at the University of Wollongong. Her PhD explored the visual arts beliefs and teaching practices of educators in early childhood settings. Her research and teaching work focuses on visual arts education, arts-based learning and John Dewey’s philosophies of education and art. She is currently engaged on the advisory board of the Bright Start Foundation International Voices of Children initiative. Before entering academia, Gai worked for more than twenty years as a preschool teacher, director and early childhood consultant. Her goal is for all children and adults to experience the joy and satisfaction of meaningful ark-making and quality visual arts learning experiences.

The traditional view of children out in the backyard laughing while running around playing games is indeed a good antidote for too much indoors computer time, but we need to also remember that an interest in creative arts such as music, dance, drama, painting, drawing and sculpture are just as important to our child’s development.

And that doesn’t just mean little Mary should learn to play the piano. Young Jack could also benefit from an opportunity to dress up and act out a play or sing a song.

The arts enrich our lives and offer examples to explore cultural and individual identity, and to develop thoughts, opinions and feelings. If that sounds a bit high brow, just remember how many young preschoolers are gloriously happy to dip their fingers into brightly colored paint and create Jackson Pollock-like masterpieces on construction paper, or themselves for that matter.

In psychological terms, when children participate in the creative arts it promotes their language, social and intellectual development. It is a very natural way to interpret and think about their world and to express themselves. Without encouragement, as children grow older they commonly have less confidence in their artistic abilities and may miss out on experiences and opportunities for development.

1. Show interest in their creative expression. Tying them to a piano or violin, or dragging them around to post modernist art exhibitions isn’t what we are talking about here. Rather, it’s more an extension of the ‘stick the drawing on the fridge door’ approach. In short, take an active interest in what your child shows is a creative interest for them. For example, find out for them where lessons are available or where equipment can be borrowed, rented or purchased. Offer to help out by making costumes or offering any equipment you might have.
2. Let your child try a few different things. What seems interesting initially might turn out to be too difficult or not in tune with their personality. Remember though not to let your child withdraw from lessons before the end of a term unless the activity is clearly upsetting them. Children need to learn that confidence at a task comes with practice over time.
3. Have fun! Encouraging creativity in children doesn’t have to be directly related to a specific art or craft. Lots of fun activities encourage creativity. Singing and dancing to any type of tune helps develop a child’s sense of rhythm, melody, harmony and timing. You can help your child to notice details such as patterns, colors, shapes, lines and textures by talking with them about images of natural beauty you see everyday — a pattern of bark on a tree, the shape of a seed pod, the veins in a leaf.
4. Go out on the town. There are also many art activities held specifically for children, particularly during school holidays. Take them to concerts, exhibitions, pantomimes, street performances and events in the park. Share your observations and talk to your child about their own reactions.
5. Praise them. Of course, when your child does produce their very own work of art, drama, or music take the time to praise their efforts and give their activity attention. This why we stick the painting on the fridge. Not because it is aesthetically pleasing, but rather because it tells our children that we value their creative efforts. Avoid negative comments when giving feedback and encourage practice and care for any instruments or equipment they are responsible for.

Tips for encouraging your child’s music and performing arts activities

• Be prepared for noise. A piano standing in a family room is much better than sending your child off to another room to practice because you don’t like the sound.
• Help your child to move furniture around if they need space to rehearse a dance or play.
• Provide an audience. Don’t force your child to perform if they don’t want to, but involve other family members who can show an interest in your child’s progress.
• Attend formal performances that include your child as often as possible.
• Remember to say something positive about your child’s performance and leave any corrective feedback for their teacher. Tips for encouraging your child’s painting and visual arts activities.

Tips for encouraging your child's painting and visual arts activities

• Keep small items for collages and art projects handy.
• Store art supplies where your child can easily access them and set up their own activities.
• Be prepared for spills and mess — so try and use old towels or shirts and an area that can be cleaned up easily.

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