great replies, it is the duration that the children spend occupied or engaged in something that has the greatest potential for learning - hands on physical participation or watching how something is made are equally as interesting and children are all individual in the ways they enjoy taking part.
Finding out how things go together
How they work
How it can be done differently
What is successful - achieves an outcome
Building a tower of bricks - digging a hole - fitting together cogs that turn or how 4 straws can extend into just one - into each other or join up ..
Creativity supports curiosity, sensory responses - using & reacting to smell, touch, taste, sight & hearing, inquisition, question & answer, invention, innovation, learning, knowledge & understanding.
A finished product can be the motivatation to try - 'Here's one I made earlier'. Adults possibly find this more constructive than children, setting the scene, putting foward an idea a suggestion or providing planned/random/familiar & unfamiliar items for exploration are other very open ways to put a creative activity into action.
If you look at an activity or children's play in general and see if or where it has a beginning, a middle and an end, where is it the busiest for all those involved - including watchers, and where was the most done? Can you see achievements happen before a product is submitted as finished or is the achievemnt solely in having produced a product considered finished?
Learning and the creative process allows children to work actively with reflection, analysis & experimentation: Looking at processes, materials, properties, possibilities, cause and effect, getting on together, sorting differences, producing work/outcomes that is acceptable to self & others.
Physical & emotional development through creativity works the body - muscles and thought.
CD - Creative development as an area of learning
PD - Physical development
CLL - Communication, Language & literacy
PSED - Personal, social & emotionaldevelopment
Hth, welcome to the site
xx
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