Learning to tap into curiosity, imagination, open-mindedness and out-of-the-box thinking enables us to become more creative and able to solve problems. In the realm of childhood, this is where such skills are born and developed. These skills allow us to thrive in life, well beyond our formative years.
Former renowned educationalist, Ken Robinson, suggested the uniformity of UK secondary schools curricula, in particular, serves to suppress the creativity of youngsters rather than liberating them. He argued that although mastering knowledge is important, children need to be cultivated by schools and parents from a young age, to do what they do best and build the skills for their future success, in other words, encourage children to be creative and imaginative.
Here are a few top tips from our Head of Impact and Learning, Dr John Allan, to encourage a child’s natural ability to be inquisitive and use their imagination.
There is significant evidence to show that play is the best way to support learning. Through physical activity and play, such as made-up games, make-believe roles and scenarios, children naturally use what they discover to adapt the structure and function of their brains; becoming socially engaged and resilient learners for their whole lives. Outdoor play combines the revitalising, uplifting value of nature with the adventurous uncertainty of interacting with others in non-uniform playful settings without rules and restrictions. Here, children can enjoy exploring their emerging physical capabilities, take turns, cooperate and socialise; doing new things in novel ways rather than just sticking to the tried and tested.
There is not always one right answer for everything and adults are not all-knowing wizards, funnily enough! The magic comes from parents providing room for imagination and open interpretation of situations by creating a culture that better embraces creativity. Distinguish asking questions which require direct answers. Instead set children’s imagination free by asking them to express their understanding. Help them to question a host of possibilities of the way the world is and how it could be.
In its guidelines on physical activity, sedentary behaviour and sleep for young children, the World Health Organisation recommends no screens for kids under 2, and less than an hour a day for kids ages 2 to 5. Also, many electronic toys and digital technologies are quite prescriptive and don’t really rely on creative thinking. Although longitudinal research into screen time and children’s learning is in its infancy, we know that their interactions with technology is different than traditional playful, activities. Youngsters vocalise and share less, limit their questioning and fail to recognise the real-life implications of decision-making.
There are a multitude of stimuli competing for the attention of youngsters. Instead of delivering constant back to back entertainment or defined activities, allowing children free time enables them to explore what they have learned and engage in reflection of what works and what doesn’t. Interspersing organised chunks of learning with interruptions for explanation, or quiet time, allows new material to be absorbed as new brain cells are created and neural pathways strengthened.
Camp Beaumont's programmes inspire curiosity with creative sessions that encourage children to use their imaginations and role play. Activities are tailored to age groups and interests with play being at the core of our school holiday provision. Discover more about our programmes, here
References and resources:
* Ken Robinson, “Do Schools Kill Creativity?” February 2006, TED talk
* The Toddler Brain, Laura Jana, De Capo Press
* The Scientific Case for Learning Through Play, article
* What do we really know about kids and screens? Research
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