Microsoft Word lilly creativity (early childhood) done docx

Process v. Product 
Drawing, an activity that includes both the process and product, has become a topic for 
discussion in early childhood programs, as some question the value of the activity. Drawing is a 

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catalyst of thoughts that allows the child to create something new from previously learned 
themes through the direct manipulation of art materials (Faulkner, Coates, Craft, & Duffy, 2006). 
According to Wright (2010), in 
Understanding Creativity in Early Childhood,
emphasis should 
be placed on promoting creativity in children by signifying the creative process of drawing rather 
than the end product. To dispel some of the misconceptions surrounding drawing as a ‘lesser 
practice’, 100 children between the ages 5-8 were studied to understand the significance of the 
drawing process at an early age as a vehicle for creative thought and expression. Similarly, Del 
Nero (2011) views drawing as a “sign-making” process that connects the child’s external real 
world with his/her inner imagination. Both support the idea that art is a tool for creative 
expression in children and stress for the continuance of art programs in early childhood 
education. When arguing process versus product, productivity may not always be a good 
indicator of creativity in young children as the characteristics of creativity must be evaluated in 
context to the child's experience (Runco, 1999). When engaging in original ideas for themselves 
rather than a given domain or field, young students need to develop the meta-cognition and self-
regulation to continuously focus on their creative process (i.e. creating and generating original 
ideas) which once acknowledged motivates them to generate more ideas (Saracho, 
2012). However, children’s lack of expertise may limit their ability to perform creativity, yet at 
the same time it is this lack of experience that allows them to disregard assumptions and express 
more openness and originality Runco (1999). When young children seem uncreative, they are 
simply unable to express their insights. Therefore it is essential to create this opportunity. Parents 
and educators are recommended to make sure children to do not lose their capacity to be 
spontaneous and flexible and encourage children to be strategically creative by promoting 

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originality in children while allowing them to learn important conventions (Runco, 1999).