Creative Learning Experience
Creativity is the ability to produce (and think about) things that are new and that, at least for those who produce them, were previously unknown. Creativity is something creative and self-acting. Consistently, the development of creativity requires a different pedagogical approach. The creative child thinks automatically and anew. It does not adopt the thought patterns of adults and does not simply transfer their experiences and knowledge to their own life situation. It thinks for itself, makes its own experiences, sometimes treads long and cumbersome paths and comes to independent results.
However, we live in a time in which it is becoming increasingly difficult to gather one’s own experiences and to conquer creative freedom. Children play on prefabricated monotonous playgrounds with children of the same age. They live in small families, have only limited sibling experience and are actually under constant adult observation. Their world is so perfected that they only need to consume. They do not necessarily have a breeding ground for creativity. This is a great pity, because creativity is one of the key qualifications of our future.
Creativity – a key qualification for the future
Creative people have it easier than others in many areas of life. They can adapt more quickly to new situations, search for and find solutions to their problems that deviate from the well-trodden path and master difficult situations by improvising and freeing themselves from classical thought patterns. Creative people have a particular sensitivity to perception and problem solving and often have good social behaviour.
They like to get involved in new things, react to external impulses and show a striking willingness to imagine things in a completely different way. What is also striking about creative people is their originality, their spontaneity and their courage to express themselves differently. Creative people are active people, which is why they have a great opportunity to constantly develop themselves further.
In the future, the development of creativity will play an increasingly important role, because in our problem-loaded, fast-moving times we need creative minds who regard problems as challenges, develop a desire to work with new technologies, are willing to question the existing and break new ground in many areas of life. The more complicated and diverse our world becomes, the more necessary we need people who can deal with everyday problems with innovative ideas and original solutions. In many areas of work, people with a high creative potential are already preferred to those with a high level of expertise.
The description of the creative person sounds somewhat ideal-typical and the way it is presented here certainly does not exist. Every human being differs significantly from others, this is also the case with creative people. If you have observed your child closely, you know that your child has creative tendencies. And if you look at yourself and think you are not very creative, you should consider: Have your creative abilities been promoted? Has creativity been seen as a positive quality in your family? Have you been praised for creative ideas?
Are children creative? How important was originality in your family? How were different ideas dealt with?
The creative child
Every child has creative potential from birth. You will have noticed it long ago, your child is curious, loves every challenge and wants to discover the world, because it offers pure excitement. There are mysterious drawers that can be opened, blades of grass that can be plucked out, alarm clocks that can be taken apart and much more. Children want to know how the world works. They want to know “how the toilet door catches the eye”.
They want to try out what the booger tastes like and find out whether you can “gel” your hair with penate cream. You ask your parents a hole in their stomach and if they remain patient and, instead of immediately parrying answers, return the question or seek the solution together with their child, they contribute significantly to the positive development of their child’s curiosity.
Children who don’t sink into a toy park that hardly allows any creative ideas can make play material from the most incredible things and go on a cruise for hours with a table upside down, invent crazy language games or paint pictures with a typewriter. Unfortunately, children’s thirst for discovery and research is often held back by adults who have long forgotten that without imagination and creativity we would still be living today without light bulbs, airplanes and other discoveries by creative minds.
In the facility, creativity is present in every human being. Sometimes, however, it lurks there like a hidden treasure that must first be lifted. This can happen through appropriate impulses, suggestions, materials and joint undertakings, confirmations and encouragements. In order to develop their creativity, children need an appropriate framework and adults to support them.
The creative child is also a sensual child. He experiments with wire and feels that he is scratching. He paints with paste colours and enjoys playing with the slippery material or first has to overcome his disgust. He builds a sandcastle and lets the warm sand run through his fingers. In this way it gains access to different materials and sharpens one’s own feelings.
Children learn differently
Children mainly learn on their own, i.e. by dealing with their real world. They learn actively and not predominantly cognitively like adults. They have to touch things, take them apart and slowly become familiar with them. They want to experience how things work and prefer not to have anticipating and controlling adults with them.
It is best for children to store practical learning experiences when they can be experienced with as many senses as possible. They want to hear, see, touch, taste and try out. If several sensory impressions come together, there is a good chance that what has been learned will also be stored. No one forgets a sensually staged experience so quickly, and neither does an experience that was associated with success.
Children want to play and have fun, but they may well exert themselves. But they do not want to be taught by adults and certainly not if they cannot grasp the meaning of the teaching.
How you can promote and support creativity
First of all, you should create a framework in which your child’s creativity can unfold. Creativity also develops through stimulating spaces and materials that can be reworked and transformed time and time again. This starts with a nursery where your child can move and convert the furniture, where there is room for movement and which is not crowded with a flood of toys. Your child needs pillows, blankets and lengths of fabric to build caves and paints, pens, paper to paint. For the toy applies “less is more” . The child, who has to choose between 50 toys, is sometimes so desperate that he prefers to sit in front of the television.
Play materials that can be redesigned and inspire creative play are well suited. The material does not have to be “child-friendly” in the sense of “simple”. For example, give your child an old typewriter or allow your child to handle wood and a toolbox. You will be amazed at the results your child produces. You don’t usually need to worry about supposed dangers. Your child can learn to handle tools with care and is quite capable of using tools professionally and paying attention to safety technology. When choosing play material, don’t forget the proverb “necessity is the mother of invention”.
Your child needs materials that inspire research, that enable him or her to experiment, think and try things out on their own. Children also get what they need to play. They are inventive, things work around them and learn to improvise. In addition, your child needs a place where he can not only leave and store his “work results”, but also “exhibit” them. At least for a while a design result has to be visually accentuated and thus appreciated.
Creativity can only unfold if there is enough time for it. Creative people are persistent. They “work” so long on their goal, until it is reached and that can last. Not always it comes thereby to a visible result, the doing itself is important. If the child is disturbed during this process, it loses the desire to experiment. It takes time to try out new ways, to overcome difficulties, to invent new techniques, to take detours and to gain experience.
It does not want to be disturbed. If something is exciting, it does not tire. Just think of the time when your child was still playing with building blocks: For hours and hours he set stone on stone, let the tower collapse and started building the tower anew. It wasn’t the high tower that was the goal, but the activity itself brought joy.