Creative Environments

Creative Environments

For an individual to become creative, he needs to think differently from other people and focus on things from a unique perspective. One needs to be flexible rather than rigid and intractable in order to be creative. A creative thinker should have vital imagination, be artistic and thoughtful. That is, one needs to think outside the box but not following the norm. A person is creative when he can be able to see ordinary things and turn them into extraordinary things. On the other hand, a creative person can be able to create new things or perceive those things not yet seen and actualize them into existence (Azzam, 2009).

Everything in life is a result of what one knows, what one experiences and how one interacts with his consciousness. These elements make one to grow as a creative person once he manifests himself. However, some people in the surroundings can acquire creativity just as the way babies development cognitive skills depending on the environment where they stay. For instance, a child starts to utter some words in local language or develops certain skills depending on the surroundings. Therefore, creativity is created when individuals apply what they know just as knowing the difference between how an orange tastes and eating an orange (Asbury, et al., 2008).

Without creativity, life would be incomplete. This is because creativity is the first essence of life and it is the most powerful self-expression that helps to bring meaning to one’s life. Hence, without creativity, there would be no progression and people would be forever repeating the same patterns. Life is about creativity and one’s knowledge becomes valueless if he or she does not apply it anywhere.

Creativity is a situation whereby an individual produces new things that have certain values such as artwork, products or solutions. An individual’s creativity is characterized by those attitudes, decisions, or exercise on reality of certain things in order to modify them. The performance of creativity depends on individuals, groups and the environment where one stays. Creative individuals tend to be exciting and they solve problems efficiently.

One can describe an environment that fosters creativity in young children through distinguishing creativity from intelligence and talent. Encouraging creativity in children helps them to learn healthy ways of expression and it enables them to meet their needs. Researchers suggest that creativity and intelligence are independent variables because a highly creative child may or may not be intelligent. Therefore, creativity goes beyond ownership of high level of technical skills in a particular environment. Thus, creativity is evidenced in different activities such as writing, artwork, sciences and other study areas (Asbury, et al., 2008).

Adults who work with young children can support and promote their creativity through encouraging them to explore and question the world. One needs to avoid pre-conceived ideas of how things happen and allow the child to create his own answers and perceptions. Incase a child thinks planting small trees in a vase is crucial, allow him to do so. In addition to conventional artwork, a child should be provided with an opportunity to discover art supplies in nature. Another way of supporting them is through taking them to cultural events because they expose children to creative processes and allow them to come up with an inspiration of their own endeavors.

Fostering creativity is an integral to effective early childhood practice because it is a natural and essential practice for children just as fresh air and sunshine. Through exposing children to creativity, one provides them the reward of a rich and unforgettable childhood while laying charity for creative expression in their lifetime. In addition, it opens up their own ways of allowing, accepting and changing some direction in their lifetime (Rodd, 1999).


Asbury, C. H., Rich, B., Gazzaniga, M. S., Charles A., Dana Foundation & Dana Arts and

Cognition Consortium. (2008). Learning, arts, and the brain: The Dana Consortium report on arts and cognition. New York: Dana Press.

Azzam, A. M. (January 01, 2009). Why Creativity Now? A Conversation with Sir Ken

Robinson. Educational Leadership, 67, 1, 22-27.

Rodd, J. (January 01, 1999). Encouraging Young Children’s Critical and Creative Thinking

Skills: An Approach in One English Elementary School. Childhood Education, 75, 6, 350-54.


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