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$e !elieve it's a house or a !us. ?r put
some )ater in a plastic !in and leave out some )asha!le !a!y dolls, a to)el, and 'resh out'its so your preschooler can pretend he's !athin his !a!y.
' tool set. 5our child can hammer and sa) to her heart's content. She'll also li$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.