Developing creativity in early childhood studies students

Abstract

The study aimed to identify first year BA (Hons) Early Childhood Studies students’ perceptions of and confidence in, their own creativity, in an East Midlands university in the United Kingdom and to inform the teaching of a first year Play and Creativity module at the same institution. The Play and Creativity Module makes use of the ‘democratic’ definition of creativity (NACCCE, 1999) and Jeffrey and Wood’s (2003) concept of ‘teaching for creativity’ by encouraging students to engage in practical activities to develop skills and confidence in their own capabilities. Though there is plenty of research which explores these ideas within the field of early childhood there is less research which focuses on best practice in Higher Education. The study identified a clear improvement in students’ confidence in their own creativity and their confidence to implement the activities experienced in the module sessions within their own practice. Students developed a deeper understanding of the concept of ‘little’ c’ creativity’ (Craft, 2002) and the ‘democratic‘ definition of creativity (NACCCE, 1999) and recognised the importance of providing a wide range of opportunities and resources for children to develop creativity. The practical activities within the module also supported students’ professional skills such as team working, listening to others and the importance of collaboration and reflection on practice. In addition, the practical and procedural elements of practice ‘how to do with children’ was identified as being an area which was illuminated by completing the module and contributed to professional practice.