Keeping it spontaneous

We talk a lot about developing creativity but how do you go about it? In this article Jo Skone, Forest School Coordinator, explains how the outdoors can be used to develop creativity in the early years.

Creativity is a basic part of human intelligence. As we age our ability to think in non-linear ways decreases. A report on creativity, education and the economy by Ken Robinson states that:

·      98% of children aged 3-5 years are able to think in divergent ways

·      25% of 8-10 year olds have the ability

·      under 15% of 13-15 year olds retain it

·      only 3% of 25 year olds are capable of thinking in divergent ways  

 

 

We therefore need to take advantage of the small window of opportunity to encourage ‘creative thinking’ in the next generation ready for the uncertain society of the future.  

We need to prepare children for life by ensuring high levels of self esteem, self motivation and enriched life experiences. Being outdoors provides children with the freedom to experiment with ideas and possibilities and encourages creative thinking. During our weekly Forest School sessions children encounter real and meaningful problems that require collaborative, individual and imaginative solutions.

Problem-solving

One group of children who came across a ditch that they needed to cross quickly realised that problems have more than one answer. One child climbed in and out of the ditch, another small group organised themselves into a human chain to pull each other out. Other children took advantage of the small amount of resources we carry and pulled each other out with the rope, this then developed into tying both ends of the rope around trees to swing and shuffle along.

Throughout the day children collected wood and branches to create a bridge and one group solved the problem by using the shopping trolley we use to transport resources to the camp by pulling each other in it. I observed one boy try to walk across a branch that he had wedged across the ditch, after stopping in the middle he informed me that “its not strong enough” he then quietly and purposely collected smaller branches, measured them, used a saw to cut them and then positioned them under the initial branch to act as supports. “That’s done it, now it’s stronger for me to walk on” he said. 

The outdoors offers children an environment that is:-

 

•       An empty classroom void of routines

•       Welcoming of all learning styles

•       Forgiving

•       Advantageous for children's innate curiosity, interest, and explorative impulses.

•       A tool for creating a positive attitude to risk taking

 

These qualities facilitate the opportunity to move from ‘what is the problem?’ to ‘what can we do about it?’ while being in the safe and secure constraints of a small group with supportive practitioners valuing each child’s contribution.

Spontaneity

Being outdoors offers practitioners freedom to look at teaching in a spontaneous and holistic manner. This can lead onto the most unexpected and rewarding learning experiences. On arrival at Forest School camp one wet and windy day, the group set about erecting the gazebo we use for shelter and as a meeting point. We discovered that one of the leg poles was missing. This became a real and meaningful learning opportunity.

The children suggested possible solutions to the dilemma and each one was considered, discussed and tried out. This exercise enabled children to acknowledge, respect and empathise with each other.  After an hour and a half of unplanned learning the group finally agreed that we should “make our own pole to replace the missing one”. This was successfully achieved by collecting different lengths of branches whose thicknesses and lengths were measured. The most suitable was then sawed to size and slotted into place. The spontaneous nature of this learning experience was the force behind its success. On returning to nursery I overheard a child telling her keyworker what had happened “we thought about it and chatted about what we were going to do” she said.

Applying what they’ve learnt

As children succeed and their confidence grows they have been observed building on and extending their learning. While in the nursery garden children were transporting large planks around to construct a bike ramp. One usually quiet child who found it difficult to enter into group play with his peers suggested “I know what you can do, ask Jo to get the Forest school ropes and then we can tie the big pieces of wood to the back of the bike and pull them along”. These exchanges offer children an opportunity to reflect on their ideas while allowing them to reconsider and refine original ideas with the benefit of experience.

Creative thinking requires a flexible approach to the planning and routine of the day and a shift in attitude away from outcomes/product towards processes.  As thinking skills can be perceived as immeasurable in terms of ‘concrete and tangible evidence’ practitioners need to feel and be trusted that the effort and time invested into such dispositions is valuable.   The recent government initiatives Social, Emotional Aspects of Development (SEAD) is a welcome step forward in recognising the importance of these areas of development in young children.  

A thinker friendly environment

Factors to consider while developing ‘a creative thinker friendly environment’ include:

 

·      Practitioners need to observe children’s interests and pose stimulating, thought-provoking questions in order to encourage problem solving and thinking

·      Children’s ideas and responses should be listened to, taken seriously, given respect and valued

·      Children’s ideas and suggestions should be acknowledged and celebrated

·      Time is vital for children to engage in, modify and experiment with ideas, plans and thoughts

·      A challenging environment which is permissive of risk-taking behaviour fosters independence and allows children to experiment in a safe, secure and supportive environment.

·      Practitioners who reflect and share information on their observations of children are able to build upon children’s ideas and interests by providing relevant resources, information and encouragement.

 

References

Ken Robinson in National Advisory Committee on Creative and Cultural Education (NACCCE) (1999) All our futures: Creativity, Culture and Education. London: DfEE

 

Social and Emotional Aspects of Development (SEAD) (2008) Nottingham:DCSF