Growing Through Creativity Post 1: Why Every Young Child Should Be Taught Creative Skills

Creativity is sometimes treated as an enjoyable extra: something children do after the “real learning” is finished. In early childhood, however, creative activity is part of how real learning happens.

When toddlers mix colours, arrange shapes, build with boxes, sing invented songs or turn a spoon into a pretend microphone, they are exploring cause and effect. They are making decisions, testing possibilities and discovering that one problem can have more than one answer. These are early foundations for flexible thinking, confidence and independence.

Creative experiences also give young children something especially valuable: ownership. A worksheet usually has a correct result. An open-ended art activity asks, “What could you make?” The child chooses the colours, materials, marks and story. That freedom helps them trust their ideas and learn that mistakes can become unexpected discoveries rather than failures.

We should not teach creativity because every child must become an artist. We should teach it because every child will need imagination. They will need it to solve problems, communicate ideas, adapt to change and understand the experiences of other people.

The most useful activities are often simple. Paper, washable paint, chunky crayons, play dough, recycled cardboard and safe natural materials can provide far richer learning than an expensive toy with only one purpose. The adult’s role is not to produce a perfect result, but to provide time, encouragement and permission to explore.

My forthcoming toddler activity ebooks are built around this principle: uncomplicated creative experiences that help adults support development through playful, achievable moments. Creativity is not preparation for learning. For a young child, creativity is learning.