What the research says about the impact of 'craftivities'.

Exploring Creativity in the Early Years

When we talk about creativity, it’s easy to think of painting, dance or role play. However, creativity extends far beyond the arts; it’s a fundamental way of thinking that applies to all aspects of life. Creative thinking involves experimenting, problem-solving, investigating, and inventing. Traditionally, we’ve seen creativity as something limited to a special group of ‘creative’ people, but the truth is, every child is born with the potential to be creative. As adults, our job is to nurture this potential, not to diminish it.

Young children are naturally creative. From the moment they are born, they begin exploring the world around them. They are curious about how things work, they make connections, and they test out ideas to see what happens. As Sir Ken Robinson said, “Everyone has huge creative capacities; the challenge is to develop them”.

Why Is Creativity So Important?

Creativity is about developing the ability to think critically and come up with original ideas. These are the very skills that children will need to navigate the complexities of an ever-changing world. We know that creative thinkers are better equipped to adapt, innovate, and find solutions to new problems. For young children, being creative is vital for their cognitive, social, and emotional development.

Just like children need a balanced diet, plenty of sleep, and regular physical activity to thrive, they also need opportunities to be creative. Creativity nourishes their minds and souls, giving them the confidence and resilience they need to tackle life’s challenges. Engaging in creative activities is also beneficial for mental health and well-being. It helps children manage their emotions, build self-esteem, and experience joy and satisfaction in their achievements.

The Importance of Play

Now, when we think about how young children learn best, the answer is simple: through play. Play is not only fun; it’s one of the most effective ways for children to learn. In fact, play is often called the ‘highest form of learning.’ When children play, they develop confidence, self-esteem, communication skills, and a range of core attitudes toward learning, like persistence, resilience, collaboration, and risk-taking. These qualities provide the foundation for all other types of learning.

Through their play, children explore their natural curiosity, make sense of the world, and build upon their innate desire to discover. As Nagale Jackson, the American author and playwright, said, "The truly great advances of this generation will be made by those who can make outrageous connections, and only a mind which knows how to play can do that." Play allows children to make those ‘outrageous connections’ — to think critically and develop the creative skills that are crucial for their future.

"The truly great advances of this generation will be made by those who can make outrageous connections, and only a mind which knows how to play can do that." - Nagale Jackson

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Why “Outcome-Driven” Crafts, Cards, Activities and Expectations DO NOT Encourage Creativity

Now, let’s address a common practice in early years settings, especially around celebrations or holidays: the production line of identical crafts — the Christmas cards, the Halloween pumpkins, or the Valentine’s Day hearts. While these activities might look lovely hanging on the wall, they don’t foster creativity. Here’s why:

1.        Lack of Originality and Divergent Thinking

Creativity is about coming up with original ideas and exploring new solutions. When we ask children to replicate an adult-made model, we’re not fostering their creativity; we’re simply asking them to copy. Children need to be encouraged to think, “What if…?” and to explore different possibilities. As Anna Craft suggests, "possibility thinking" — or the ability to ask "what if?" — is at the heart of all creativity in young children. When every child is expected to produce the same product, we’re missing the chance to let them think for themselves.

2. Emphasis on the “Correct” Outcome

When the focus is on achieving a “correct” outcome — when all the snowmen look the same, or every handprint butterfly or paper plate fish is identical — we send a clear message to children: there is only one way to do this, and it’s the right way. This approach can limit their willingness to take risks, explore, and experiment. Children may start to believe that their own ideas are less valuable than those that fit an adult’s template. As David Gill points out, "An environment that emphasises conformity and correctness can stifle creative expression."

3. Reduced Problem-Solving Opportunities

True creativity involves problem-solving, experimenting with different materials, and learning from mistakes. When we set a fixed outcome, we take away the opportunity for children to engage in this creative process. Lev Vygotsky believed that creativity occurs whenever a discovery is made, whether it’s in art, science, or technology. He argued that creativity is closely linked to experience: “...the more a child sees, hears, and experiences, the more he knows and assimilates, the more elements of reality he will have in his experience, and the more productive will be the operation of his imagination”. By allowing children to experiment and explore, we give them the chance to think creatively and develop those crucial problem-solving skills.

“...the more a child sees, hears, and experiences, the more he knows and assimilates, the more elements of reality he will have in his experience, and the more productive will be the operation of his imagination”  - Lev Vygotsky

4. Stifling Imagination and Confidence

When children are constantly participating in activities where they must meet a specific standard or produce a predetermined result, they may begin to lose confidence in their creative abilities. This can lead to a reluctance to try new things or take creative risks. A study by Acar and colleagues found that "confidence in one's creativity is crucial for fostering a positive sense of self and encouraging further creative endeavours". If children feel that their creative efforts are undervalued or judged harshly, they are less likely to engage in creative activities in the future.

Alternative Approaches to Celebration Activities

So, instead of lining up to make the same holiday card, identical eggbox daffodil Mother’s Day card or pop-up Easter chick, what can we do differently? Here are some alternatives that celebrate creativity while respecting cultural traditions:

1. Child-Led Projects

Allow children to choose what they want to create. During a festive season, instead of instructing every child to make a specific decoration or card, offer a range of materials and let them decide how they want to express themselves. This approach respects each child’s agency, encourages original thinking, and results in a beautiful variety of creative work. They might choose to make or create something that has nothing to do with the festival or celebration you are talking about -and that is okay (it shows creativity!)

2. Collaborative Art

Encourage group projects where each child contributes their unique ideas to a shared artwork. This could be a large mural, a sculpture made from recycled materials, or a collective collage that reflects their individual thoughts and experiences. Collaborative art promotes teamwork, communication, and the blending of multiple perspectives, all of which are key components of creativity.

3. Experience-Based Celebrations

Focus on experiences rather than products. Celebrate by sharing stories or songs from different cultures, or inviting families to share their traditions with the group. These celebrations centred on shared experiences help build a sense of community and allow for a wide range of creative expressions.

4. Exploration of Different Techniques and Media

Introduce children to a wide variety of techniques and materials — from painting and modelling to mixed media. Let them experiment with different textures, colours, and forms. When children explore new materials, they develop fine and gross motor skills and learn to manipulate tools, handle materials, and solve problems creatively. Encourage them to use these new skills in their unique ways. As they experiment and discover what they like, they develop confidence in their creative abilities.

The Problem with Creative Activities Linked to Abstract Concepts

Creative activities centred around abstract concepts, such as Valentine’s Day, Halloween, and National Weather Person’s Day (yes, that is a thing!) often fail to foster genuine creativity in young children. When we theme creative tasks around ideas that are not developmentally appropriate — like the symbolic meanings of holidays — we risk disconnecting children from their personal experiences and interests. This approach often turns creativity into a "production line" activity, where the emphasis is on replicating a specific product rather than exploring the creative process.

Valentine’s Day exemplifies this issue. Asking young children to make Valentine’s cards or cut out pink hearts does not connect with their understanding. The concept of romance is too abstract and irrelevant to young children’s experiences. As Lev Vygotsky (2004) suggests, “children's imagination and creativity are enriched by their experiences,” and forcing them to engage in activities tied to unfamiliar concepts limits their potential for authentic creative expression.

Moving away from abstract themes like Valentine’s Day allows us to better nurture children’s natural curiosity and creativity, encouraging them to explore ideas that are meaningful and relevant to their own lives.

That is all Well and Good, But…

Now, let’s tackle some of the common concerns that arise when we talk about moving away from outcome-driven creativity:

“Children Won’t Learn if You Don’t Show Them”

It’s a common belief that children need to be shown how to do something to learn it. While children do need to learn practical skills, constantly showing them the “right” way can actually limit their creative thinking. As Tina Bruce argues, "without sensitive engagement with children, emergent possibilities for creativity that are in every child do not develop or can be quickly extinguished". Instead of always providing an example to copy, give children the tools, time, and freedom to explore on their own. This encourages them to think for themselves, develop problem-solving skills, and build confidence in their abilities.

“But What About Quality Time Between the Child and the Adult?”

Some worry that if we move away from traditional, outcome-driven tasks, where everyone makes the same thing then, we will lose valuable quality time between the adult and the child. In reality, the opposite is true. When we focus less on the outcome and more on the process, we open up richer opportunities for connection and engagement. Instead of directing the activity, join the child in exploring possibilities, asking open-ended questions like "What do you think will happen if...?" or "How could we try this a different way?" This approach fosters meaningful interactions that strengthen relationships and encourage creativity.

“What If the Outcome Isn’t Perfect?”

There’s often a concern that if we allow for more freedom in creative activities, the final product might not look as polished or “perfect” as we’d like. However, this emphasis on perfection can actually hinder creativity. Research by Theresa Amabile has shown that when people feel they are going to be judged on what they create, their work tends to be less creative than those who are simply creating for the joy of it. Allowing children to play and create freely, without fear of judgment, encourages them to explore their ideas fully. Instead of focusing on whether the end product looks “right,” celebrate the child’s creative thinking and their unique process.

How Can We Encourage and Nurture Creativity?

To encourage creativity, we need to create environments that support creative thinking and exploration. Here are some ideas to help nurture creativity in young children:

Fewer Plans, More Time to PLAY!

Having fewer structured plans allows for spontaneous activities and creative moments. Let go of the rigid schedules and give children the time and space to let their ideas simmer and flourish. Unplanned time can often be the most fertile ground for creativity.

Outdoor Nature Play

The natural world offers endless inspiration for creative exploration. From playing with shadows to building with loose parts like sticks and stones, outdoor environments encourage imaginative play and problem-solving. Children can draw, photograph, collect, and create using natural materials they find.

Loose Parts — Searching and Collecting

Loose parts, such as pebbles, sticks, buttons, blocks of wood, feathers and fabrics, offer endless possibilities for creative play. Encourage children to search, collect, and create based on their interests. These materials can be combined in countless ways, promoting open-ended exploration and creativity.

Mark-Making

Provide a variety of media and surfaces for mark-making to help children express their ideas. Whether it’s drawing in the sand with a stick, painting on different types of paper, or making patterns with mud and leaves, mark-making supports both creative expression and fine motor development.

Enhance the Environment

Enhancing the learning environment can spark curiosity and creative thinking. Whist familiarity is important, once your children are settled and secure, you can rearrange the furniture to create new play spaces, hang sheets to explore shadows, or build a den! These simple changes encourage children to see familiar objects in new ways.

Malleable Materials

Offer malleable materials like playdough or clay, along with everyday objects like twigs, feathers, and kitchen tools. These materials invite children to shape, squeeze, mould, and invent, promoting both creativity and fine motor skills development.

Skill Development Through a Wide Variety of Media

Expose children to a wide range of materials and techniques, from weaving and printing to digital art and sculpture. This not only nurtures creativity but also helps them develop important skills like hand-eye coordination, sensory awareness, and an understanding of different materials. By experimenting with various media, children learn to handle tools, explore textures, and discover how different materials can be used in unique ways.

Conclusion

Creativity is at the heart of early childhood development. It helps children become flexible, imaginative, and resilient thinkers, ready to face an unpredictable future. By moving away from outcome-driven crafts and focusing on open-ended, exploratory activities, we support children’s creative potential and overall growth. We are preparing them not only for the challenges of tomorrow but also enriching their lives today. Let’s nurture creativity by allowing children to see the world as full of possibilities — a place where their ideas matter, their explorations are valued, and their creativity can flourish.

References

1. Robinson, K. (2010). *The Element: How Finding Your Passion Changes Everything*. Penguin.

2. Moorhouse, P. (2020). *Creativity with Young Children: Guidance for Parents*. Retrieved from [Irresistible Learning](https://irresistible-learning.co.uk/wp-content/uploads/2021/04/Creativity-with-young-Children-Guidence-for-parents.pdf).

3. Craft, A. (2001). *Little c Creativity*. In A. Craft, B. Jeffrey, & M. Leibling (Eds.), *Creativity in Education*. London: Continuum.

4. Vygotsky, L. (2004). *Imagination and Creativity in Childhood*. Retrieved from [LCHC UCSD](http://lchc.ucsd.edu/mca/Mail/xmcamail.2008_03.dir/att-0189/Vygotsky__Imag___Creat_in_Childhood.pdf).

5. Durham University (2021). *Durham Commission on Creativity and Education Report*. Retrieved from [Durham University](https://www.dur.ac.uk/resources/creativitycommission/DurhamReport.pdf).

6. Popova, M. (2021). *The Art of Thought: A Pioneering 1926 Model of the Four Stages of Creativity*. Retrieved from [Brain Pickings](https://www.brainpickings.org/2013/08/28/the-art-of-thought-graham-wallas-stages/).

7. Bruce, T. (2004). *Cultivating Creativity in Babies, Toddlers and Young Children*. London: Hodder and Stoughton Educational.

8. Acar, S., Tadik, H., Myers, D., Sman, C. van der, & Uysal, R. (2020). Creativity and well-being: A meta-analysis. *Journal of Creative Behavior, 55*(3), 738-751. doi:10.1002/jocb.485.

9. Gill, D. & Prowse, V. L. (2023). *The Creativity Premium: Exploring the Link Between Childhood Creativity and Life Outcomes*. *Journal of Political Economy Microeconomics*. Forthcoming. doi:10.2139/ssrn.4467582.

10. Harrington, D. M., Block, J. H., & Block, J. (1987). Testing aspects of Carl Rogers's theory of creative environments: Child-rearing antecedents of creative potential in young adolescents. *Journal of Personality and Social Psychology, 52*, 851-856.

11. Hennessey, B., & Amabile, T. (2010). Creativity. *Annual Review of Psychology, 61*, 569-598.