The creative curriculum: flourishing in the play environment

Abstract

This chapter explores how we need to provide an appropriate environ - ment for young children, in which they are encouraged to: explore, to be curious and to develop the skills, knowledge and attitudes that will support their future development and their ability to flourish. In it I set out to answer a number of questions that are pertinent to considering a creative curriculum within the early childhood context and its relationship to the flourishing child. Firstly, I explore what constitutes a creative curriculum considering the ways in which creativity can support all aspects of the curriculum not simply those subjects that are historically associated with such an approach. I then ask the question as to whether or not play matters, drawing on current thinking as well as the work of Vygotsky who made some clear links between play and creativity for young children discussing the saliency of them in their lives. What constitutes a play environment is explored with a particular focus on: Reggio Emilia, Te Whariki, HighScope and Montessori, all of which comment specifically on the environment in their approach to an early childhood curriculum. Links between the environment and creativity are made. The use of a free-flow environment in which children are given opportunities to explore both inside and out is considered. Recent research has demonstrated how important it is that children are enabled to spend part of their time outdoors and are enabled to explore and experiment in the outdoor environment, something that has been demonstrated to support self-esteem, which in turn leads to flourishing. There are current proponents of a creative curriculum and these include: Sir Ken Robinson, Mick Waters and Michael Rosen, they appear toadvocate a curriculum that is both creative and engaging in order that children feel enabled to make the best of themselves and to flourish. The impact on the children’s ability to flourish of a creative curriculum in early childhood is discussed. The chapter concludes that in order for children in early childhood to be enabled to flourish there are a number of factors that need to be in place, these include: providing a creative curriculum, having a suitable environment that includes access to indoor and outdoor spaces, allowing children to explore their own interests, and providing open ended and engaging materials with which they can investigate and explore.