I was thinking that last week, after I heard a four-year-old boy describe his painting as 'like a dog, but like a pattern'. After some thoughtful listening and conversation between him and a teaching assistant nearby, the painting was finally described as a 'spotty dog'. I love the way the boy was putting his painting into two distinct categories (patterns and dogs) and holding on to those categorisations - it seemed a very philosophical way of dealing with the world.
It was striking for me to see how making time to listen helped this adult to 'tune in' and understand some of the uniquely creative thinking behind the painting. Looking at it later, it could easily have been mistaken for a mere group of dots and smudges. It seems to me that it is those mistakes that lead to children's creativity being missed or neglected.
Register now to continue reading
Thank you for visiting Nursery World and making use of our archive of more than 35,000 expert features, subject guides, case studies and policy updates. Why not register today and enjoy the following great benefits:
What's included
-
Free access to 4 subscriber-only articles per month
-
Unlimited access to news and opinion
-
Email newsletter providing activity ideas, best practice and breaking news
Already have an account? Sign in here