How might we define and harness a child’s creativity?

by | 25th April, 2018

Sir Ken Robinson’s “Do schools kill creativity”, is one of the most watched TED talks of all time. It made the case that in getting all kids to conform to a standard educational convention of tests and measurements, we are denying opportunity to those who are talented in more creative ways. In the talk he states: “creativity is as important as literacy, and we should afford it the same status”.

There is a parallel TEDx talk on the subject by Tim Leunig, who believes that while nurturing creativity is good, we still need to provide children with the ground knowledge on which to base their actions. He uses examples of innovations that would not have been possible without a core understanding of physics, or chemistry.

In his blog comparing the two viewpoints, Julian Astle from the Royal Society of the Arts makes a case for redefining what we mean by creativity, and argues that “creativity describes a whole collection of similar, but different processes” that manifest differently in subjects like mathematics and the visual arts. His conclusion is that children should be given a broad spectrum of subject options at schools that would include the “creative” subjects, and that creativity, problem solving and communication should be embedded into education design across the board and right from the start. Well, we agree, and that is going to take some time.

At Advance Youth Now we use meaningful play and interactive methods to empower teenagers with the freedom to be creative, to problem-solve and to communicate so that they become entrepreneurs, and use an entrepreneurial approach in any profession they choose.

Read more on the RSA website here.