The 2013-2014 school year has been underway for about 3 weeks now. I have been teaching a class of 21 eleventh and twelfth grade students, my daughter has started 4th grade and my son has been in preschool after being taken care of at home for the last two years. My mother made a career in early child development, coordinating child care services for an urban county in the San Francisco Bay Area and teaching college courses part time. I mention this because I was raised learning about the importance of pre-k and kinder education and how it fits in to the work done in elementary, middle, and high schools.
So before I write more about elementary and secondary classrooms, I thought I’d start with a few things worth sharing about the education of three, four, and five year-olds. Sir Ken Robinson shared in one of his recent TED talks that tests for creativity given to five year olds produce higher scores than the tests given to 10 year olds. In essence he argues that formal schooling reduces the ability of kids to ask questions, be creative, and learn for themselves. This got me thinking that if inquiry, creativity, and self-directed learning are things I value in secondary students, then perhaps some reflection of what these traits look like in pre-kinder classes could help me articulate to the teachers I work with what traits we want to see in their classroom.
So in what ways are pre-k students creative? The first thing that comes to mind is what I hear and see when kids have time to play by themselves. Sticks can turn into swords, blocks can turn into houses, and kids can turn into talking ponies (my family has been on a My Little Pony kick for a while now). Kids are not limited by what they have to play with, and will simply imagine that whatever they need is what they have. There are no constraints on their creativity until an adult tells them that the time has come to stop playing.
Is there an “educational value” to this kind of creativity? Certainly there is for pre-k and kinder students. If they are trying to engage in this sort of play with others, then they learn important social skills as well as develop the language capabilities to communicate effectively. If a student is engaged in creative play by themselves, then I believe that children are learning an important lesson about independence, and that the act of imagining and creating is intrinsically rewarding.
Is there a way to allow elementary, middle, and high school students to engage in this kind of creativity in their education? A school can help support student creativity by ensuring that there is adequate time for recess, art, and music. Clubs and organizations will often allow creative students to have an outlet for their passions. However, I would like to see the goal of creativity embraced as an essential part of the core curriculum. The Common Core won’t do this, and it’s not likely to be a part of any college readiness initiative like AP and IB programs. Instead, we need the individual classroom teachers to understand what it means for a scientist to be creative or a mathematician to be creative or a social scientist to be creative or a reader and writer to be creative. Once the classroom teacher understands creativity, then they can build it into their program. I’ll close this section by saying this, most math and science teachers cry a little inside (sometimes very deep inside) when they hear a student say that they don’t like math or science because they are a “creative person” as though the two were mutually exclusive.