Children are creative in their ways of writing, reading, drawing, uttering words, composing sentences, interacting with objects, and so on. It’s an innate talent.
However, with age this talent wither among many. Behind this mess, there are several reasons, but more blatantly, is the responsibility of parents, families and children (schools, extracurricular activities, etc.). From the moment when we say that what has just been done is null, or else it is not a good artist, it starts to feed a fear which limits its horizons of creativity. He also begins to calculate.
From a defined age, the child prefers “security” in his actions. It is good that lies the problem of the limited safety of creativity.
Security limits creativity
When the child begins to take too much consideration of the attention attributed to his actions by others, parents must intervene so that his problem appears as soon as it appears. At this level, the child begins to doubt his abilities because he tries to please and never does anything to avoid being intimidated.
Some small, effective methods
Sugata Mitra has shown through experimentation that children are rural, have self-training on PC, replication of DN and who is still subject to complex ‘English. Their only weapons: curiosity and openness. The secret behind this experiment was that no one told them what they were going to be overtaken. So were they clearly visible?
To encourage the child to exploit but also his creativity, he needs less referral and freedom. A simple approach would be to allow him to draw on a large white sheet using his hands and feet, with different colors of paint. With this type of activity, the child communicates with his creativity without filter and without judgment.
For parents, it is not enough to say “it’s great what you just drew,” because the child has become accustomed to hearing these types of sentences and as a result, he has lost interest. But to really encourage it, it is necessary that the parent discuss with him his drawing and asking questions about the choice of the color or the shape that the child is drawn. The parent must also be appreciated. The details of the drawing as an example “the choice of the color red seems to me just …”.
There are obviously several methods that encourage the child to play with his limitless creativity. These methods all have one thing in common: to show the child that failure is not an obstacle and that we must always try. It’s trying to be creative.
By trying, we get to be creative.
The child has the right to stain his clothes, to break his pencils and to color respecting the contours. As for the parent, he is there to remind him of the rules but not to judge the results.
When the child breaks a toy, it is important to exclude buying a new one and trying with the child to repair or even create something else different broken. With this method, the child learns to manage his constraints and to use his creativity for new things.
As a parent, you obviously have to set a good example for your children. That’s why he has to try everything without necessarily being professional in the choice he made. You can paint, play guitar, cook, repair, all with flaws. The most important behind these acts is what happened in action. Thus, the child understands the importance of the action. It is the action that led to creativity.
It is the action that leads to creativity.
As already mentioned, encouragement should be specific rather than generic. We must go into details with the child and discuss his choice with him.
Finally, positivity in language with children is essential. You should never say phrases like, “I’m not an artist, I can never do that” but rather “I see it’s a pretty big challenge that you propose to me so I’ll see how to overcome it.” … »
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