How Important is Creative Learning in Early Years Education?
"Children with access to creative learning in Early Years Education are more likely to succeed in adult life by developing the skills they need to perform in the work place and wider society as entrepreneurs and citizens"
In the last 14 years I have had the opportunity to work and teach at over 100 primary, secondary schools and community groups.
Throughout this time I have had a first hand experience in witnesing drastic changes in children's overall development as the result of being engaged in creative arts activities.
I found this article very interesting. A must read for all parents and educators.
Children exposed to creative learning in Early Years Education are the key to a prosperous modern economy, according to a new collection published by the think tank Demos.
Ahead of Dame Clare Tickell’s review into the into Early Years Education for the Government, Born Creative is a series of essays by leading thinkers.
Authors argue that children with access to creative learning in Early Years Education are more likely to succeed in adult life by developing the skills they need to perform in the work place and wider society as entrepreneurs and citizens.
Born Creative, supported by arts education charity Creativity, Culture and Education published as the Government sets out its programme of public spending cuts, with cultural and creative learning programmes for children being hit hard.
The collection warns that a move away from creative learning and cultural access for early years could lead to a whole generation of young people growing up without having had access to the arts and developing the skills that creative learning encourages.
Key recommendations include:
Bridge the gap between home and schools by using creative learning to involve parents in their children’s education and highlight the importance of parental involvement for children’s long term development.
Break down the barriers to parents’ engagement in their children’s education by, addressing the poor experiences of parents in their own education and mistrust of education, their limited knowledge of the importance of games, rhymes and stories in the developing children’s learning and their lack of knowledge of local opportunities available to them and their children.
Make museums more family friendly places where children can interact and play with art to involve cultural institutions in children’s development and build community cohesion.
Give early years professionals, teachers, social workers, and local authorities the chance to determine the look and feel of local services and educational priorities, by accepting that early years professionals rather than government officials know best how to foster creative, high quality support for families in local communities.
Don’t return to the out-dated belief that concentrating on literacy, numeracy, will strengthen early years practice but should instead sustain policy improvements in early years education, for the sake of children’s happiness and future success.
Develop the science of learning by focusing on better science and understanding of how the brain works, better collaborations, building connections that bring scientists, thinkers, practitioners and policy makers together and better through evaluation which investigates alternative approaches to encourage innovation and develop new criteria for success.