Creative learning involves innovation, control, relevance and ownership, which are also characteristics of creative. Creative learning involves investigating, discovering, inventing and cooperating. At least one of these will be present in creative learning experiences; ideally, it will be all four.
Creative learning among students is widely understood to be characterised by:

  • Questioning and challenging
  • Making connections and seeing relationships
  • Envisaging what might be
  • Exploring ideas and keeping options open
  • Reflecting critically on ideas, actions and outcomes.

What is creativity?

We can all be creative if we are given the opportunity. MaxLabs gives the following definition of the four characteristics of creativity:

  • Thinking or behaving imaginatively
  • The imaginative activity is purposeful; it is directed to achieving an objective
  • These processes must generate something original
  • The outcome must be of value in relation to the objective.

Creativity is about seeing things in a new way and putting ideas together differently, so that a new idea emerges. It depends on the imagination – the images inside your head. Creativity is about bringing those ideas out of your head and making them more tangible. They do not always take form sufficiently to become a creation, because many creative ideas are abandoned along the way. The child formulating those ideas becomes distracted, loses focus, is constrained or stopped from carrying the creative process through.

Creativity has two parts:

The creative process (incubation) –

Children gather ideas, simmer them and become aware that they have an idea they want to do something with.

Creation –

The idea hatches, emerges and takes form with a surge of energy, which sometimes makes the creator feel rather uncomfortable and restless. This means it is easy to lose the moment.

Sometimes creative ideas take a long time to develop. They incubate for different lengths of time , depending on the child or adult incubating them, before the act of creation as the idea takes form and is hatched.

The first creations of children are usually based on:

  • Variations on a theme
  • Doing the same thing over and over, in different places and with different materials.

Young children are not empty vessels but are creative in their own right. They are less inhibited about how the world ought to be, and so are more open to possibilities. The practitioner’s role is to ensure that they build on young children’s current skills and understandings, and expand these by providing new opportunities that develop their attitudes, skills and knowledge across a broad range of experiences. The best way to do this is by tapping into young children’s innate curiosity and creativity in order to improve outcomes for all children, especially the most disadvantaged. Encouraging creativity clearly leads to better outcomes. For example, the Thomas Coram Children’s Centre focuses on the importance of creativity in the early years of education; 90 per cent of the cohort of children who left, reached or exceeded expectations for their age, although only 56 per cent reached expectations for their age at entry to the centre.

FAQs

  • Are the materials very expensive? +

    No, not at all! The projects are done with less expensive and easily available materials. Read More
  • Are these very complicated to make? +

    No, not at all! They are very easy to construct and understand. Read More
  • Do schools accept this course? +

    Yes! Of coures since this is a very interesting and educative project schools give a very good response to Max Labs. Read More
  • Do you provide detailed instructions? +

    Yes! All the project has a detailed instructions. Read More
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