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Why Is Creativity So Crucial?

It's 6:30 p.m., and my 3-year-old dau hter, Sophie, is !usily turnin her supper into a science e"periment. #irst she drops some peas into her mil$. %hen she adds a s&uirt o' mustard, shovels in some chic$en and rice, and stirs it all up. %he concoction loo$s as ross as you mi ht ima ine. (ut I'm 'ine )ith it. Sophie's eaten plenty, and she's havin a !last. (esides, she's doin more than ma$in a mess. *ccordin to e"perts, Sophie is e"perimentin , learnin to !e persistent, and comin up )ith ne) solutions to pro!lems -- creative s$ills that )ill serve her )ell in school, in )or$, and in li'e. +,urturin creativity is one o' the most important thin s you can do 'or your child,+ says Wendy -asi, .h/, dean o' the -ailman Se al Institute o' Childhood Studies at ,ova Southeastern 0niversity, in #ort 1auderdale, and author o' Toddler Play. ,e) research indicates that a child's ima ination &uotient 2a$a +the other I3+4 may !e a !i er 'actor in predictin academic success than the more traditional measure o' aptitude, her intelli ence &uotient. +5ou )ant your child to !e an ori inal thin$er, to understand that there isn't al)ays one ri ht ans)er to every situation,+ says /r. -asi. (ut that's a tall order 'or parents. #or one thin , schools are increasin ly test-driven these days. 6ven many preschools emphasi7e academics at the e"pense o' unstructured play. %here's also a pro!lem )ith lots o' so-called +educational+ toys 'or youn $ids. Interactive ames that !eep )hen a child provides the ri ht ans)er may !e entertainin , !ut they don't re&uire the creative input that youn $ids need to learn. ,either do /8/s desi ned to teach $ids a!out num!ers, letters, or music. +%here is a real ris$ that )e are underminin children's creative potential,+ says /imitri Christa$is, -/, coauthor o' The Elephant in the Living Room: Make Television Work for Your Kids . %he *merican *cademy o' .ediatrics a rees. It recently issued a report callin 'or parents to spend more time playin )ith their $ids -- and to 'ocus on simple, old'ashioned toys instead p' hi h-tech ones.

Blocks
(loc$s are )idely considered the per'ect creative learnin toys, since they allo) children to !uild and invent )ithout direction or !oundaries. In a recent study at the 0niversity o' Washin ton in Seattle, researchers ave 'amilies )ith toddlers a set o' )ooden !loc$s and su estions 'or +!loc$tivities+ they could do to ether, such as sortin !y si7e or color. Si" months later, the $ids )ith the !loc$s scored 9: percent hi her in a lan ua e-development test than a control roup o' children )ho didn't have them. (ut !uildin toys are ;ust one )ay to unleash your child's ima ination. %o raise a creative child, you need to thin$ out o' the !o" yoursel'.

Schedule downtime. Set aside at least <: minutes a day 'or unstructured play )ith your child, even i' it means cuttin do)n on his other activities. /on't set an a enda -- let your child lead you. +Cor!in, 6, and 1esha, =, are much more ima inative )hen I let them direct the play,+ says >aylene >arras, a mom in San *ntonio. +I leave out some !asic toys and $eep an eye on the $ids, !ut I let them develop their o)n ma$e-!elieve ames.+ Be an adventurous family. Spice up dinnertime !y servin a ne) 'ood once a )ee$. 8isit a di''erent par$ in your to)n instead o' the same old play round. Wal$ the lon )ay home 'rom school, and point out surprisin thin s you see alon the )ay. When you approach the un$no)n )ith curiosity and enthusiasm, you'll teach your $ids to do the same. Reinvent everyday objects. *s$ your child to help you )ash some empty mil$ cartons. When they're dry, see )hether she )ants to pile them up to ma$e a 'ort. .ut some dried !eans in a !ottle and let her use it as a noisema$er. ?r ma$e a puppet out o' an old soc$. Soon your child )ill start comin up )ith her o)n creative play possi!ilities. Get out of the house. 5ou don't have to o 'ar to stimulate your child's ima ination. %a$e a !are'oot )al$ across di''erent sur'aces -- damp rass, )arm side)al$, dry sand -- and as$ him ho) each one 'eels 2i' he's too youn , ive your o)n descriptions so he learns to lin$ the )ords )ith the sensations4. ?r o on a treasure hunt in the !ac$yard. @ave your little e"plorer loo$ under leaves and roc$s and descri!e )hat he 'inds. %a$e alon a !o" so he can save his !ooty 'or 'uture art or science pro;ects. Unplug her play. %o reduce %8 vie)in , $eep your set in a closed ca!inet and stash the remote out o' reach. /ial !ac$ on the electronic toys too. (asic ames are !est: .lay pee$a!oo )ith your !a!y, and let her !an pots and pans to ma$e music. Cut )indo) 'laps in a card!oard !o" so your toddler can ma$e !elieve it's a house or a !us. ?r put

some )ater in a plastic !in and leave out some )asha!le !a!y dolls, a to)el, and 'resh out'its so your preschooler can pretend he's !athin his !a!y.

Aaise a Culture 8ulture


Set a silly example. Wear a plastic tiara )hen you do the laundry or a co)!oy hat )hen you arden. Chan e your voice and !ehavior to match the costume. Seein you havin 'un )ill encoura e your child to try on di''erent personalities too. Get together with other kids. (y a e = 9B=, your child is ready to play )ith other $ids, not ;ust alon side them. .laydates let him e"plore his o)n 'antasy )orld, ne otiate 'or toys and tur', and ma$e 'riends. /on't plan activities or inter'ere )ith his play unless it's really necessary 2such as )hen one child is !ein too rou h4. xpose him to the arts. %a$in your toddler to a museum can et him e"cited a!out paintin or dra)in his o)n masterpiece. *nd music can provide a creative outlet 'or a child's emotions. When her son had trou!le ad;ustin to the increased structure o' 'irst rade, *nn /e!onis noticed that he started spendin more time sin in and playin his toy uitar. +It helped him cope )ith the stress,+ says the mom 'rom Silver Sprin , -aryland. !ell tales. @earin you read !oo$s and ma$e up stories ives your child the tools and inspiration to come up )ith her o)n 'li hts o' 'ancy. 0se di''erent voices 'or each character. ?nce your child $no)s a tale )ell, have her invent a ne) endin . 5ou can also ma$e up a story to ether -- you start, and have her ta$e over )hen she's ready. Shop carefully for a preschool. %here's nothin )ron )ith teachin <-year-olds the *(Cs and 9=3s. (ut stay clear o' pro rams in )hich $ids spend most o' the day 'ollo)in a set curriculum. +5oun $ids do !est in a play-!ased learnin environment,+ says /avid 6l$ind, .h/, pro'essor o' child development at %u'ts 0niversity and author o' The Power of Play. -a$e sure your child has lots o' choices -- such as ma$in art pro;ects, puttin to ether pu77les, and !uildin castles. *nd as$ the teacher a!out her philosophy -- she should avoid steppin in and su estin )hat to do unless a child as$s 'or help. !each emotional resilience. When 6-year-old #ranny .erl's root-!eer 'loat )as $noc$ed over !y the )ind at the !each, her mother, 6rica, came up )ith a ne) )ord to descri!e the event: a 'loat$noc$er. +In the end, someone else shared his drin$ )ith #ranny, !ut )hat really cheered her up )as usin the )ord ''loat$noc$er' over and over,+ says the Washin ton, /.C., mom. (y usin humor creatively, 6rica sho)ed her dau hter ho) to !ounce !ac$ 'rom disappointment. !ake toys to the park. .lay rounds are reat 'or ettin your $ids e"ercise, !ut they don't al)ays have the tools to spar$ their ima ination. .ac$ colored chal$ 'or dra)in , soap !u!!les 'or !lo)in , and sand toys 'or sharin . 5ou mi ht also include 'ace paint, so you can trans'orm your child into his 'avorite animal and have him act out the part. "urture your little artist. Set aside an area )here your child can dra), paint, and sculpt )henever she )ants. (eth 1erman turned part o' her ara e into an art studio )hen her dau hter turned 3. +%here's a !i )or$!ench )ith paint, rolls o' )hite paper, litter, lue stic$s, !rushes, chal$, mar$ers, crayons, and other supplies,+ says the /allas mom. +It's Camie's 'avorite place, !ecause she can !e creative and ma$e a mess.+ Copyri ht ? =00D. Aeprinted )ith permission 'rom the Cune =00D issue o' .arents ma a7ine.

%erri'ic 1earnin %oys


Want your child to et the most out o' playtime? >eep out ;ust a 'e) toys at once, and rotate them re ularly so that old ones seem ne) a ain. +>ids et over)helmed !y too much choice,+ says /r. 6l$ind. +It prevents them 'rom e"plorin all the )ays they can play )ith one o!;ect.+ *void !attery-operated toys that turn your child into an o!server. Instead, ive him thin s that allo) him to direct the play. Blocks. %he only limits to your child's creations: her stac$in s$ills and her ima ination. (loc$s also lay the 'oundation 'or math, science, and spatial s$ills. #ittle instruments. 5our child )ill love tryin out a drum, a "ylophone, !ells, and maracas. Watch out 'or toys that play tunes at the push o' a !utton -- your child should !e the one creatin the noise. $ress%up clothes. >eep a !o" o' costumes, old clothin , and props 2scarves, capes, 'oam s)ords, eye patches, hats4 handy so your $ids can try out ne) roles. &odeling clay. Set up a )or$ space )ith a toy rollin pin and a !lunt plastic $ni'e your child can use to 'latten, cut, and shape the clay. 'rt supplies. Stoc$ your house )ith crayons, mar$ers, stamp pads, paper, paints, and lue. .ut !i sheets o' ne)spaper on the 'loor to contain the mess.

' tool set. 5our child can hammer and sa) to her heart's content. She'll also li$e a doctor's $it or a picnic !as$et )ith pretend 'ood. ' magnifying glass. >ids can et a close-up loo$ at everythin 'rom !u s to their o)n 'in ernails. (lastic cups for the bath. 0se di''erent si7es so that )hen your child pours )ater 'rom one cup to another, she learns the concept o' more and less.

.laytime /os and /on'ts


$) give your child choices. >ids learn !est )hen they're e"cited a!out )hat they're playin . $)"*! redirect. 5ou may !e !ored a'ter )atchin your child ma$e mud pies 'or hal' an hour. (ut i' you try to et her to do somethin else, you'll interrupt her 'antasy. $) allow your child to make mistakes and get +a little, frustrated. I' his 'irst e''ort at stac$in pots and pans 'ails, don't intervene. 1et him thin$ o' a di''erent approach on his o)n. $)"*! overpraise. When your child sho)s o'' her dra)in , ive a speci'ic compliment 2+I li$e the smiley oran e sun+4 !ut avoid oin on and on a!out ho) )onder'ul it is. +When you do that, you ma$e !ein creative another )ay to !e measured and evaluated,+ says >enneth A. Eins!ur , -/, a researcher at the Center 'or In;ury Aesearch and .revention at %he Children's @ospital o' .hiladelphia. $) ask -uestions. ?pen-ended &ueries 2+Wo), that loo$s interestin -- )hat are you ma$in ?+4 )ill encoura e your child to descri!e )hat he's doin in detail. $)"*! label her work. I' you say, +%hat's a nice lion+ )hen she's really made a hippo, you'll !e sendin the messa e that she's 'ailed -- and discoura e her 'rom sho)in you her 'uture pro;ects.

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