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