Purpose of Education & Creativity in Education.

Hello Bloggers, I hope you have all had a truly memorable summer, with laughter and joy. I am quite excited to get back into blogging and sharing my thoughts and ideas with you all. My first blog this year will be discussing the purpose of education. I shall be outlining my pedagogical beliefs and my views, on what I believe the purpose of education should be and how children learn through creative pedagogy. There will be three key points which I shall be outlining throughout my blog, these will emphasise on the importance and need for creativity to be influenced in primary schools. I shall be looking at the purpose, the influence of the outdoors setting as well as creative teaching.

Creative Purpose

There are many reasons I believe that primary education should priorities creativity in pedagogy. Children learn through discovering, exploring and becoming creative thinkers when they are freed to be imaginative and to think outside the box. This opens them up new opportunities and possibilities (National Museum of Play, 2016).  A child is able to express themselves by experimenting and solving problems which can flourish within a creative process (Play Wales, 2014).

Craft el al (2014) states how creativity should be a priority in the educational field and researched to see how this was promoted in primary schools, he concluded that there were three main characteristics which came to light:

1.      Collaborative learning between children, where children work together in groups and support one another which also involves real-life context for learning.

2.      A high value place where children are able to be in control of their own work and environment as well as ownership.

3.      Teachers who have high expectations in all children to succeed well, knowing how to engage with each child in a creative and spontaneous approach where they value their capabilities and motivation (Craft et al. 2014, p.22).

Similar, Freire (1996) also highlights how creativity should have a purpose in education, by expressing how children should not be provided with programs, projects or work which has little do to with their own emotions, such as hopes and fears, doubts and trust. Many critics argue how core subject such as mathematics, English and science should be the purpose of education and how children should prepare themselves for tests, and exam results. However, Donaldson (2015) states how education should be to create ‘ambitious, capable learners, who are ready to learn throughout their lives’. Commenting on how the curriculum is outdated, overloaded and complicated, where the six areas of learning and experience should be influenced in teaching to benefit and explore new opportunities for children’s creative learning. Neaum (2010) further highlights how allowing a child to solve their own problems, and taking parts in activities which have an impact on their real life situations will be beneficial as it influences confidence and self-esteem, which will actively foster a creative learning direction and a willingness to learn. This is seen in Pestalozzi’s theory which is still very active in today’s society as he relates to how children learn through ‘head, hand and heart’. He expressed how children should not feel the need to learn beyond what they are capable of, and more importantly, how children learn through objects, play and activities rather than the use of words. Pestalozzi argued that children have the right to be freed of their own interests, this way they are able to engage with their own learning (Pound, 2011).

Creativity within the outdoors

The outdoor setting can have a positive impact on a child’s growth and development as exercise is taking place (childcare and Education, 2012). Physically active children benefit as muscles become stronger, as well as a decrease in health problems. Children become motivated, as the Government (2015) recognises the importance of exercise in education by commenting on how physically active children are much happier and confident, which links to friendships as social skills are promoted. This has an overall impact on a child’s academic achievement and attention span towards learning.

Children are also able to learn independently through senses such as smell, touch and the natural resources. An example of this could be seen when a child follows a structured lesson or plan, and not learn anything. However, seeing leafs fall of a tree, this could be their own creative type of learning, by noticing the changes in the environment and weather. The environment is constantly changing, which attracts children’s attention in new ways which keeps them alert. As Kellert (2002) mentions it is the ‘extraordinary sensory diversity and variability of the natural world’ that helps foster and allows a rich context for learning. The outdoor environment offer tactile elements and natural resources with which children are able to experiment and explore real life hands on learning. Children discover qualities and values which are endorsed such as authenticity, physicality and the love of rich sensory. 

The McMillan sisters explored children learning through the outdoors, in a vibrant and colourful setting which is also seen in primary schools today. They strongly expressed how children learn from experimenting and discovering new things for themselves (Pound, 2011). Their theory focused on children being able to achieve to the best of their ability, and believed the way of doing this was through children playing together in an outdoor environment. Neaum (2010) agrees with this by commenting on how the outdoor setting for pedagogy benefits and promotes holistic development, as children learn through social, cognitive, linguistic and physical play. Holistic development is widely importance as it looks at a child as a whole. By having the space to explore creates a setting which becomes natural towards teaching and learning. However, children are also able to take advantage of the space and become distracted. Bilton (2010) mentions the importance of the teacher's role in influencing the way children may behave outside. It is important that they are in a ‘controlled’ setting, this way children are able to understand what is acceptable and what is not. It has however, been widely reported that a child’s sense of joy is within the experience of the outdoors as this promotes a sense of shared positivity and the excitement towards learning new things (Woods, 2005).

Current government policy supports creativity within teaching and learning (Roberts, 2006), and influences the importance of development of outdoor learning. Examples are seen through the continuing professional development resources which are linked to excellence and enjoyment (DfES, 2004).  The government have also exposed attention towards creative play, where children are able to be creative thinkers within play, this is seen in documents such as Learning Outside the Classroom Manifesto (DfES, 2006) which resonates with Play England (Shackell et al, 2008).

According to Robert (2006) there are generic skills in creativity which are proposed to embrace the idea of the generation which are:

• ·         Teamwork
• ·         Sensing opportunities
• ·         Pitching and auditioning
• ·         Giving and responding to criticism
• ·         Turning ideas into reality (Roberts, 2006, p.34).

Roberts’ (2006) review acknowledges the importance of authenticity and a child’s involvement, where they are able to express thoughts and feeling towards their own learning. Highlighting how a broad and balanced curriculum within the outdoor and creative pedagogy will provide a foundation for successful learning, which he argues, needs to be continued throughout education to enable space and often give rise to new ideas (Wood and Bennett, 2001). As research shows how children demonstrate high levels of involvement when they have the opportunity to free play and explore the natural environment for themselves (Davis, 2007). They appear to engage to a greater extent than when they are in an adult-led activity. This is considered to signal that deep learning is taking place (Pascal and Bertram, 1997).

Creative Pedagogy  

Creative teaching is becoming a norm in society and is seen in teacher’s positive and influential attitudes. This creates more of an effective and interesting teaching approach as children are able to engage and connect with the teacher more. As Fryer (1996), comments on how teaching for creativity by contrast is beneficial towards identifying children’s strengths and fostering their creativity. Many teachers provide the sense of freedom for children to be able to explore for themselves, and frame challenges where they have the independence to make their own decisions. By getting organised and taking ownership this has a positive impact on their overall learning as it prompts self-direction and offers a scope for collaborative pedagogy. According to Craft et al (2001) by allowing children to lead their learning allows more of a personalised pedagogical approach. Many researchers suggest that autonomy and the sense of choice a child might experience in their work, facilitates creativity. Teachers allowing children the opportunity to work within the outdoor or indoors environment gives children a sense of importance, which will demonstrate a level of trust between the teacher and child. Creative pedagogy can be influenced by an encouraging, joyful teacher who is open minded to new opportunities. It is key for teachers to be able to think outside the box by leading and engaging an interesting lesson, who wonder and questions learning.

An example of this was seen when I attended a mathematics lesson in placement, instead of all the children answering questions on a piece of paper, a creative teaching method was used. Music and singing was introduced, children soon became engaged and by observing the classroom I saw joy and happiness. The children were sounding out the time tables with the beat of the music, which went faster and faster, the children were learning by also laughing and encouraging one another. Overall, this had great impact on their learning as they were able to work together through encouragement in a cross curricula lesson. Another example I have encountered in a special needs school was through a child’s active imagination, expressed through arts and craft. By drawing pictures that had a personal meaning or using specific colours, weather they might be dark or light colours, this represented experiences that the child was not able to verbalise. Although good teachers are able to recognise the importance of inventiveness, a teacher who is creative and influences this in their teaching, see the development of originality as the distinguishing mark of their teaching (Grainger et al, 2004). This is the reason creative pedagogy should be the purpose of education, as children learn through fun and engaging activities, whether this is in an outdoor or indoor setting. By having an enthusiastic and positive teacher who fosters creativity within their teaching, creates an ambitious learner who can think outside the box. After all, this is important as children are the future leaders of the world.

Reference List 

Bilton, H. (2010) Outdoor Learning in the Early Years, London: Routledge.

Childcare and Education (2012) Available at: http://www.14-19nw.org.uk/mod/page/view.php?id=9227 (Accessed: 12 October 2017).

Craft, A. (2001) Little Creativity, in Craft, A, Jeffrey, B, and Leibling, M (eds) Creativity in education. London: Continuum, pp45–61.

Craft, A., Cremin, T., Hay, P., & Clack, J. (2014) Creative primary schools: developing and maintaining pedagogy for creativity. Ethnography and Education, 9(1), pp. 16-34.

DfES (2004) Excellence and Enjoyment: learning and teaching in the primary years,

Professional development materials, Nottingham: DfES.

DfES (2005) Education Outside the Classroom Manifesto consultation, Nottingham: Department for Education and Skills.

Donaldson, G. (2015) Successful futures: Independent review of curriculum and assessment arrangements in Wales. Available at file:///C:/Users/Acer/Downloads/Donaldson%20Report%20-%20Successful%20Futures%20-%20Independent%20Review%20of%20Curriculum%20and%20Assessment%20Arrangements%20in%20Wales%20(5).pdf  (Accessed 30 October 2017)

Freire, P. (1996) Pedagogy of the oppressed. Penguin. London

Fryer, M. (1996) Creative teaching and learning. London: Paul Chapman Publishing.

Government (2015) Study finds physically active children are happier and more confident. London: Public Health England

Grainger, T. Barnes, J. and Scoffman, S. (2004) A creative cocktail: creative teaching in initial teacher education. Journal of Education and Teaching, 38(3), pp. 243–53.

Kellert, R. (2002) Experiencing nature: Affective, cognitive and evaluative development in

Children, London: MIT.

National Museum of Play (2016) Available at: http://www.museumofplay.org/education/education-and-play-resources/play-quotes (Accessed: 10 November 2016).

Neaum, S. (2010) Child Development for Early Childhood Studies. Exeter: Learning Matters Ltd.

Pascal, C. and Bertram, A. (1996) The Framework for Developing Effectiveness in Early Learning Settings. London: EEL Project Manual.

Play Wales/ ChwaraeCymru and PlayEd. (2004) The First Claim...A framework for playwork quality assessment, London: Play Wales

Pound, L. (2011) Theories about how children Learn. London: DRP

Roberts, P. (2006) Nurturing Creativity in Young People: a report to Government to inform

future policy. London: Department for Culture.

Shackell, A., Butler, N., Doyle, P. and Ball, D. (2008) Design for Play: A Guide to Creating Successful Play Spaces. Nottingham: DfCSF.