Ken Robinson (2011) suggest that the creative capacity is
not limited to certain individuals rather a quality expressed by everyone to an
extent. As a result, ‘Big C’ and ‘Little c’ creativity was introduced to
differentiate between the two types of creative levels (Feedman et al., 1994) (cited
in Duffy, 2006: 16). ‘Big C’ creativity refers to ideas that have changed and
well known amongst individuals (Craft, 2003). For instance, this can be
identified from the famous artist Picasso. ‘Little c’ creativity is associated
with small ideas which deepens individuals experiences thus, does not lead to
recognition like ‘Big C’ creativity (ibid). An example of this can be
noticeable from taught sessions in seminar’s where the students were provided with
various construction toys giving them the ability to use their imagination to
test ideas resulting to the students coming to an understanding (Sarach, 2012;
Tims, 2010). Ultimately, suggesting that creativity in children can be referred
to ‘Little c’. Subsequently, this can be a way in which children have a ‘Can-Do’
approach in what they set out to accomplish (Craft, 2003). Creativity within
the early years highlights the notion of ‘Little c’ creativity a ‘characteristic
of effective teaching and learning’ wherein ‘creating and thinking critically’
are significant components to enable young children to achieve their full potential
(Department of Education DfE, 2012:9). Although, research emphasises that
creativity cannot be restricted to the early learning goals or curriculum within
the Early Years nonetheless, these frameworks require ’embracing of Little c
creativity’ in order to become effective methods within pedagogy (Craft,
2003:148). Thus, it can be argued children will be able to form connections and
apply their level of creativity within all areas of learning (QCA, 2000;
Cropley, 2001).   

Subsequently, portraying that creativity thrives where
children are given time to explore, experiment and play with ideas (Fisher,
2004). Till today, great emphasis is being placed on the importance of
creativity within the Early Years Curriculum, significantly on young children
(Duffy, 2006). The importance of being creative was highlighted by the
Qualification and Curriculum Authority (QCA, 2003a) in order, for them to make
connections between areas of learning; enabling children to extend their understanding.
The House of Commons Children, Schools and Committee (2008) agrees with QCA,
further suggesting that creativity within education was not limited to the arts
but applicable to all areas of learning. Hence, this assignment will be
exploring the notion of creativity based on various theoretical perspectives,
analysing how the adults supports and extends children’s creative thinking
within the early years. This will be corroborated using examples from
observation (See Appendix 1).

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“Imaginative activity
fashioned so as to produce outcomes that are both original and of value” (The
National Advisory Committee on Creative and Cultural Education, NACCCE, 1999:29).

Creativity is multi-faceted and holds many perceptions to
individuals. Similarly, it can be identified as being a function of human
intelligence where children are actively engaged in problem-solving, using
imagination and posing ‘What if?’ (Craft and Hull, 2015) The definition in Ken
Robinson’s report can be identified: