Creativity: The key to unlocking EVERY Child’s Potential! By Rachel Holt

 

                 Creativity: The key to unlocking EVERY Child’s Potential. 

 

As a Communication and Interaction Leader with over 20 years’ experience I have worked with many pupils aged 2 – 19 years old and all with very different needs and various communication difficulties and challenging behaviours. This is in special schools, also mainstream pre-school, and nursery settings.

A few years ago, I reflected on what the most important things a child needs to learn and thrive and I came to the conclusion that the best way forward is by ‘Finding Your Way In.’

I have experienced how nurturing children’s creativity and self-expression can help them to learn and grow in many settings. A child who is withdrawn find their wings and flourish.

I recall a wonderful session whereby I put various sensory objects in the school hall e.g. coloured torches, water sprays, coloured cloths and I let the pupils collaborate on what they wanted the session to be about. They set up the PE benches as planks and the mats as Islands and ships, we used the cloths to create sails and we found The Pirates Of The Caribbean music and sound effects of the sea and created a mini-production. We then had a session we could build upon each week. New characters, new Islands and a wondrous Pirate dance followed. Fun and excitement filled the school!

This creative expression promotes a healthy mind and wellbeing so how can this be wrong? 

By supporting children and young adults (possibly who exhibit challenging behaviours) in their interests and their favourite activities and letting them lead us into their world, we can see what it is that will excite their imaginations and give them freedom to shine.

 As humans, we need to learn how to be Reactive, Proactive and Interactive.

These three levels can support pupils with a wide variety of needs and at all ages e.g. complex needs, pre-verbal pupils, pupils on the Autistic Spectrum but could also be implemented in a more advanced sensory experience for older and more able pupils.

If we step back and react to their favourite activity and support their reaction towards it. We can then be proactive by joining them in their chosen activity as they proactively shine because we have welcomed and respected their world. (We have found the way in!)

If we then become interactive with them through their chosen activity and we share praise, this will boost self-esteem and confidence and we will see them shine.

We can use many different methods that incorporate this helpful guide, following their lead and watch them thrive. These could include outside activities, art, music, role-play and mini productions, sensory experiences, anything that they like as long as you are showing enjoyment in their activity and following their lead.

Using the REACTIVE, PROACTIVE and INTERACTIVE approach would support pupils’ social communication skills and build on their vocabulary. Something that will be of importance after being through several Lockdown’s over the past year.

 

Any activity will encourage social interaction skills.

 

*Learning how to use language appropriately within a social situation.

 

*Learning how to develop how they communicate appropriately with each other for a positive       relationship with peers.

      

       *Having an opportunity to learn to develop their attention skills.

       *Sustaining attention in the session.

       *To develop listening skills with peers and staff.

       *To learn how to appropriately interact with others within the session.

       *Develop the use of eye contact when speaking.

       *Improve turn-taking skills.

       *Understanding social scenarios.

       *Improve thinking skills to communicate an answer.

       *To be aware of body language in a social setting.

       *Learn a routine

       *Learn expressive language and understanding of language.

 

Finally,

They can also discover how to express themselves, communicate in a clearer way which will help their self-esteem when in a school setting, as well as in the world around them. We just have to ‘Find The Way In’ and listen.

Try turning things around and let them lead the session. Let them be the ‘Teacher’ and express their ideas. This will be great for their Mental Health, Wellbeing and self-esteem. The children will thrive because of the independence they are given in their learning.

 

In addition, if we try to think of all the senses when we plan our sessions this will make our lessons as interactive as possible and make learning ‘FUN’.

 

REACTIVE, PROACTIVE and INTERACTIVE

 

To become Reactive, Our pupils need to be Sensory Active, and Sense-A-Reaction to the experiences we create. We can do this by following their lead, by being brave, risk taking, impulsive and creative in our professional practice.

 

How they will respond will be different for each pupil according to their strengths (Superpowers) and needs, but we must support them.

 

I could go on for hours on this but had to remind myself it is a blog!

Be creative in your work practice, choosing exciting props and planning activities to engage imaginations, and always remember these three levels.

‘Be the teacher your pupils will always remember because you helped them to ‘SHINE’.

Watch them thrive! Watch them ‘Shine Bright and Create Light, Then people will shout it from great heights!’ #ShineBrightCreateLight