When was the last time you created something without a definitive outcome, simply enjoying the process without worrying about how it would turn out? The product often has less meaning for young children than the process itself. Engaging in creation allows children to experience investigation, experimentation, and discovery in ways that are critical to their development.
What happens when art is pre-planned?
Consider this scenario: a child is given pre-cut pieces of construction paper and instructed to glue them in specific places to create a fire truck. Perhaps the teacher even applies the glue for them. In this case, what skills is the child truly learning? How does this affect their confidence and sense of ownership over their work?
Now, imagine a different approach. Instead of providing pre-cut shapes and a structured final product, the teacher offers a variety of materials—various types of glue, an assortment of construction paper, and scissors—and then asks, “What can you create?” With this open-ended invitation, the child begins to explore. They might test which glue works best, discover how different shapes fit together, or experiment with layering and tearing paper. They may even investigate the sensation of glue on their hands. The possibilities for learning and creativity multiply when the focus shifts from a predetermined outcome to exploring materials and ideas.
We embrace this philosophy at Voyagers’ Community School as a “yes” school.
We strive to say yes to children’s requests for materials and art, allowing them to have full ownership of their creative experiences. Children do their artwork because if an adult does more of the work than the child, it is neither developmentally appropriate nor meaningful for them. We also revisit the same activities multiple times, enabling children to build familiarity, mastery, and confidence in their abilities.
Providing open-ended materials without a set product fosters flexible thinking and problem-solving through trial and error. Children become active participants in their learning, developing confidence as they make independent decisions and take ownership of their creative processes.
When children are encouraged to focus on the process, they build self-expression and confidence. They take pride in their work because it stems from their own ideas and creativity. In a world that values innovation, nurturing creativity from an early age is essential. As the saying goes by the likes of Sir Ken Robinson and Loris Malaguzzi, “Creativity in childhood sets the foundation for innovation in adulthood.” By prioritizing the process over the product, we equip children with the skills, curiosity, and confidence to become strong creative thinkers.
Resources
- “The Hundred Languages of Children: The Reggio Emilia Approach to Early Childhood Education” by Carolyn Edwards, Lella Gandini, and George Forman
- “Loose Parts: Inspiring Play in Young Children” by Lisa Daly and Miriam Beloglovsky
- NAEYC (National Association for the Education of Young Children) – www.naeyc.org
- Harvard Center on the Developing Child – https://developingchild.harvard.edu/
- “The Importance of Play in Early Childhood Development” – Research article from American Academy of Pediatrics
- Sir Ken Robinson Foundation – www.sirkenrobinson.com
Ashley Shea, Preschool/Elementary Teacher/Researcher