It is suggested that creativity and confidence in children often decline as they get older. If you ask very young children how many ways there are to throw a ball, they will invent at least twenty ways.  The same children a few years later will have accepted ways of throwing balls that they have seen in traditional sports. 

Children start by comparing what they know to make sense of what they do not know.  For example, when a child first sees a horse, he may think that it is a big dog but he is then corrected by an adult,  starts to question his own ideas and begins to accept that he has to rely on what adults think. A small child was once asked if he knew how to play the violin and the answer was, "I don't know because I have not tried yet." He imagined that it was just a case of trying and he would be able to do it.

These examples show that there is a natural confidence and creativity in children that needs to be nurtured rather than destroyed. 

It is very important for children to feel that they are accepted and even more importantly that their ideas are accepted. Children should be encouraged to express themselves freely, knowing that their ideas will be met with positive approval. In a healthy creative climate, we suggest that educators' responses might be:

"That is an interesting thought ......So what you are saying is..... It is good to see you are using your imagination...."

On the other hand in a climate that damages self esteem, the educator might respond:

"Why do you never think before you speak...Where did you get such a stupid idea....You cannot do it like that....."

Think about how you  respond to your learners' questions and answers. Do you try to encourage your learners to ask questions?  Do you praise all their efforts?       

Suggested guidelines for encouraging creativity

• help learners apply what they know to new situations - ask more of the "why" and "what ifs" rather than "who, where and when"
• make learners feel that you welcome unusual questions and ideas
• provide opportunities for self-initiated learning and give credit for it
• encourage learners to explore and experiment without always being evaluated
• allow time for learners to reflect
• respect individual differences
• allow noise and a little disorder for the creative period
• be transparent and inform learners that you want them to be creative
• use strategies that encourage the use of imagination such as role play
• be creative yourself!

There is much research that indicates that learners achieve more when they are taught by educators who expect them to do well. This is called the self-fulfilling prophecy. If you have high expectations of your learners then they are more likely to achieve well. Of course the converse is also true.

Bill Spady suggests that one should give grades for work that are either A or B or Y  - and the Y stands for Why not A or B?

This story of "The little boy" is an example from a reception class of the harm that teachers can do to creativity. It is recounted by Goodie Tshabalala in her book, "Dearest teacher".

So often we stop ourselves from allowing thoughts to flow because we think we will be criticised or laughed at. A really positive self image is the first step towards letting others appreciate our creativity. In order to have creative learners we need a creative atmosphere and that means one that allows learners to express themselves without fear of being ridiculed.

These readings are not directly related to the activity but provides interesting optional reading on theories on Intelligence and Multiple intelligences theory.