Dr Peter Gregory, Canterbury Christ Church University, reviews 'Creativity in the Early Years: Engaging Children Aged 0-5' by Simon Taylor.
This is not just another book on creativity. Simon Taylor’s insights and connections are more than just a romp through the academic frameworks which have been published by successive governments and organisations or theorists. His views are certainly honed by research, but the real strength of the book is the way in which it is grounded in his experience of working with young children over many years and in quite diverse settings coupled with teaching (and learning from) undergraduate students at university level. He has applied his learning, engaged deeply as a reflective practitioner and reconsidered the received wisdom over a substantial period of time. This maturation process together with honest consideration as a parent has resulted in a useful and provocative volume.
In order to consider the contents against his own hope that it ‘will provide an inspirational and practical, research-based resource for all involved in this sector’, I’ll attempt to explore each of these aspects in turn.
How is the book inspirational – and for whom?
The author manages to provide four sections and groups the fourteen chapters into helpful relating themes. An overview is included for each of the chapters which is then followed by clearly titled paragraph headings allowing the reader to easily find their way around the information. There are many case studies throughout which allow the reinforcement of the material as well as opportunities to consider where children might be seen in these forms of engagement in whatever setting in which we work. The style of writing also allows swift access. Moving from views of creativity to global perspectives and aspects of inclusion, a lot of material is covered. Significantly perhaps, this all feels very do-able and there is much food for thought for the reader. The mixture of information provided together with the sense of being achievable and deliverable definitely results in inspiration.
Looking more closely at the content helps to reassure who the inspired audience might be. Taylor has covered aspects of learning, forms of pedagogy, policy, leadership and ideological stances. This is no mean feat and the contributions of two others (Nicola Watson and Janet Harvell) enrich the book. I would therefore suggest that Taylor is correct – whether ‘a student, artist-educator, academic, parent, practitioner, support staff or nursery manager’ there is a wealth of material contained in these pages.
Next, is it practical?
There is always a fine line to walk for works which claim to be both practical and theoretical. When this is unbalanced, authors can easily alienate some of their audience. I have already suggested that this book will inspire many, so the real question here is how practical is it?
Section Two focuses on Creativity in Practice. It doesn’t become a step by step guide which ought to be slavishly followed, but rather concentrates on very clear activities. One chapter explores story-telling, imaginative and symbolic play in gentle ways which allow the reader to reflect on what they might attempt themselves (or rather facilitate with children in their own settings). Some of these might be linked to a subject-domain (drama or art and design) or more generally designed to develop the imagination. Examples include a range of media and contexts for creating. Drawings are helpfully explored both as a recording devise and as an extension of reflective thinking. Tips are included for developing group critique and avoiding the competitiveness which adults so often inadvertently assist. The chapter on Music and Movement completes the spread of creative activities – sometimes linking between the subject-domains of published curriculums – but mainly extending the processes which children enthuse with.
So, is it practical? Oh yes!
Lastly, what about the research-based resource-ness of the book?
Having considered the practical elements of the book, how has the theoretical side been maintained? There are two parts to the answer here.
Firstly, the book is fully grounded in research. From elements of learning, child growth and development to policy, there is a careful consideration of what has already been established as well as honest acknowledgement of what is not fully understood. The links between this and the other areas are reassuring and will boost the confidence of readers and scholars.
The second part relates to the prompts for reflection which are found throughout the book. These are helpful and will add to those with an interest in the development of pedagogy (either of their own or for those overseeing students).
The scope of the sources used in the pages are wide – both internationally and across time eras. A robust library has been very well-used and combined in building the book.
The last endorsement must be in the way that the author resists the temptation to round everything off and suggest that all is now ‘known’. Instead, the book ends with a consideration of the uncertainties and the opportunities for the future. Drawing on ‘the pedagogy of relationships’ (Malaguzzi, 1998) the reader is invited to consider different models involving values, principles and reflect on how these might positively develop in the unknown dimension of the future: ending in opportunities for hope.
About the Reviewer: Dr Peter Gregory is Principal Lecturer (Learning and Teaching) at Canterbury Christ Church University. Having worked in primary, special and secondary schools across London and the South East, he entered Higher Education, first working within ITE at the University of Greenwich and, since 2010, at Canterbury Christ Church University. His subject discipline is art and design, and this has been central to his teaching career, and more recently at undergraduate, postgraduate and doctoral levels. He is very involved with two organisations: in the UK, the National Society for Education in Art and Design (NSEAD) and the International Society for Education through Art (InSEA), and holds senior roles in both, as well being part of the editorial teams for their journals and other publications.
About the author:Simon Taylor is a Senior Lecturer with the Department for Education and Inclusion at the University of Worcester. Prior to this he worked in the arts and cultural sector for many years; as Head of Learning for Birmingham's Ikon Gallery (2011-2015) and Education and Community Outreach Manager for The Making (2004-2011), an arts agency based in Hampshire.
