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This article provides examples and activities that promote the importance of creativity and how to create this within the home and school settings.

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Why is creativity important? Creativity should not be underestimated. Creativity in children is so important. Creativity helps teach cognitive skills such as mathematics and scientific thinking. Creative thinking involves imagination, basic use of the scientific method, communication, physical dexterity and exertion, problem posing, problem solving, making interpretations, and using symbols which help with future literacy skills.

1-Creativity promotes emotional development-

Creative expression provides many opportunities for expressing emotions and working through those emotions to gain relief and understanding of them.

To help your child do this you could encourage a child who is angry to draw or paint a picture of how they are feeling. You could play varied types of music that invoke different emotions and then ask your child how the music makes them feel.

2-Creativity promotes social development-

In young childhood, creativity is often a social act. Singing, dancing, puppetry, and theater all teach the child to pay attention to others as well as develop an understanding of social rules like give and take, and cooperation.

Have a dance party with other children or have the child and their friends put on a play or puppet show.

3-Creativity supports physical development-

Working with art materials such as crayons, scissors, paint brushes, play dough and paint promote fine motor skills and eye-hand coordination.

To promote gross motor skills try dancing, mural painting, theater, or large construction projects like building things with boxes.

4-Creativity supports language and literacy development-

By engaging in creative play or projects, children can learn new vocabulary words as well as learn to associate pictures with words.

As mentioned above try playing different kinds of music and creating a conversation with the child about how it makes them feel; this will boost language expression and understanding.

Expose your child to plenty of instruments and talk to them about their favorite one and what sound each instrument makes. Ask them open ended questions about their art work such as "how did you feel when you drew this" or "how does this painting make you feel?"

5-Creativity promotes cognitive development-

Creative activities help children to develop attention skills and cognitive learning. Their imagination is in full use and it encourages them to come up with new ideas and to think outside of the box since creativity involves exploration and problem solving.

Through creative activities such as playing with play dough, children can learn pre-math skills such as the concept of less and more. When children match shapes or colors in their creations they are learning the math skill one to one correspondence.

Creative activities can help them learn about grouping and classification, physical properties of objects, and cause and effect. Painting and play dough are all great ways to explore these concepts.

There are four components of creativity as described by Psychologist Ellis P. Torrance: fluency, flexibility, originality, and elaboration.

Fluency is the ability to produce a number of different ideas. To promote fluency provide children with plenty of opportunities that stimulate the thought process.

Ask open ended questions and questions that ask the child's opinion. Encourage the child to explore and experiment and this will enhance cognitive growth.

Flexibility is the ability to approach different situations and develop solutions from a number of different perspectives.

Foster flexibility by allowing plenty of opportunities to explore and experiment. Allowing children to experiment and make mistakes unleashes their creative thinking and a sense of wonder. They feel free to imagine, invent, create, and try out new ways to do things.

Asking questions during an activity or when a problem arises such as "how is another way we could do this or solve it?" encourages children to think outside of the box.

Originality is the ability to have a new or novel idea.

To promote originality, provide a variety of supplies and experiences in which children can use their imagination and create.

By painting or constructing something out of play dough they are creating something out of nothing.

Elaboration is the ability to extend ideas. Give children new ways of doing old ideas and activities. For instance, providing pipe cleaner and other items to stick into play dough would allow children to elaborate in their play.

Article courtesy of LOVE PLAY LEARN

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The Importance of Creativity and How to Foster It - Play & Learn

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Why is creativity important? Creativity should not be underestimated. Creativity in children is so important. Creativity helps teach cognitive skills such as mathematics and scientific thinking. Creative thinking involves imagination, basic use of the scientific method, communication, physical dexterity and exertion, problem posing, problem solving, making interpretations, and using symbols which help with future literacy skills.

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Why is Creativity and Play Essential for Young Children? 

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Why is Creativity and Play Essential for Young Children? 

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Creativity and play is essential for young for children because it helps toddlers develop emotionally, physically mentally and socially.

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Is where children act out imaginary situations and stories, become different characters, and pretend they are in different locations at times.

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This article explains to parent and teachers what their role is in sociodramatic play and the benefits that it has on children. this article also includes examples of activities that promote sociodramatic play.

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​Sociodramatic play is where children act out imaginary situations and stories, become different characters, and pretend they are in different locations and times.

When imaginative/dramatic play is shared with others, this becomes sociodramatic play. It can involve the use of props, costumes, and scenery, but this isn't a requirement. It is possible for sociodramatic play to make use of nothing but children's imagination.

In this section, however, we explore how materials can be provided and scenarios set up, so that children can engage in emergent literacy experiences within sociodramatic play.

Children's play is driven by their capacity to explore their interests by creating imaginary worlds. Photo: Pixabay

Sociodramatic play is the most advanced form of play, and constantly changes (fluid and dynamic) according to the interests and ideas of children.

In this section, we explore sociodramatic play as a teaching practice for emergent literacy.

For an exploration of the use of this practice for developing children's oral language, see Sociodramatic Play - Interacting with Others.

Sociodramatic play allows children to explore and create new worlds. The possibilities of children's sociodramatic play extend to exploring the power and utility of literacy for communicating meaning through multiple modes. Children take on roles/characters, act out various scenarios and stories, and solve problems using a variety of communication modes.

[Children's] communication and self-expression take many forms including sharing stories and symbols from their own culture, re-enacting well-known stories and using creative arts, such as drawing, painting and sculpture, drama, dance, movement and music to communicate with others. They create and explore imaginary worlds through dramatic play and through artworks. - VEYLDF (2016)

Williams and Rask (2003) argue that play is not only a context for learning, but an engaging means of creating purposeful literacy experiences:

In literacy it allows them to develop understanding of the purposes and power of the written word through discovery, hypothesis raising and experimentation. They are unlikely to achieve this without the interventions of supportive and questioning adults. - Williams and Rask (2003,p. 529)

Sociodramatic play usually involves children:

developing roles

creating their own storylines

making up their own spoken lines (dialogue)

interacting with each other

directing each other in play.

(Dinham and Chalk, 2018)

Children use play to practice important language and social skills, including:

joining in

sharing and taking turns

ways of interacting through different relationships (parent/child, brother/sister, doctor/patient)

negotiating with each other about how the play will go.

(Dinham and Chalk, 2018)

How involved educators are will depend on what the learning intention of the experience is, and how children are interacting. Educators can take on many different roles during sociodramatic play.

Adapted from Enz (1995). Educators can be more less or more involved in sociodramatic play, depending on the learning intentions. Also see Jones and Reynolds (2011).

This continuum links to the VEYLDF (2016) Practice Principle: Integrated Teaching and Learning Approaches, which draws distinctions between:

child-directed play and learning (similar to Onlooker above)

guided play and learning (similar to stage manager and co-player roles)

adult-led learning (similar to play leader).

Educators move between these three approaches in an interweaving way, in order to advance children's knowledge.

The educator's role in sociodramatic play is dynamic and shifting according to the needs of children.

As children are engrossed in play, guided by their imaginations, the involvement of educators may become minimal.

Note: The use of drama for interacting with others is explored further in Performing Arts - Interacting with Others.

Educators can create purposeful emergent reading and writing opportunities within any play area.

See Literacy-rich environment.

Dramatic play area[s] provide a good opportunity to include different texts for purposeful reading and writing by children... In this way children are able to reinforce their understanding of the communicative value of written texts and also to experiment with the writing of texts as part of their pretend play. - Fellowes and Oakley (2014, p. 387)

By providing access to a range of texts and materials, children can explore ways of using literacy in a functional and playful way. In this way, educators create opportunities for children to understand the multiple purposes of literacy, and children can play the role of reader and writer, by taking on roles in play (for example the waiter writing down orders) and engaging in reading and writing of texts for a particular purpose (Banerjee, Alsalman, & Alqafari, 2016; Saracho, 2001).

Examples of sociodramatic play area themes and potential literacy materials, include:

(Adapted from Fellowes and Oakley, 2014; Williams & Rask, 2003)

Campfire themed sociodramatic play area. Photo: L Stewart

Siraj-Blatchford (2009) describes a pedagogical sequence for developing children's language and emergent literacy: modelling, scaffolding, extension. Educators can use this sequence to develop emergent literacy during sociodramatic play:

modelling the use of written texts as part of the play situations (as a co-player)

scaffolding children's emergent reading or writing engagement by asking open-ended questions, providing feedback, and helping children to use materials within the context of play (as stage manager, co-player, or play leader)

extending children's emergent literacy by engaging in sustained shared thinking, asking analytical questions, providing additional materials or play ideas to build upon children's current literacy engagement.

General principles

When setting up play experiences, think of what emergent literacy concepts can be embedded

Demonstrate to children how props, costumes, spaces can be used in sociodramatic play

Encourage children to imagine what a particular prop or costume could symbolise (e.g. using a block as a phone)

Think about what role you will play in the experience, (onlooker, stage manager, co-player, or play leader).

When using play as a teaching practice for emergent literacy, there are a range of learning foci that educators can embed. See the experience plans for more information.

Some brief examples include:

Making meaning and expressing ideas

model and scaffold use of written texts for emergent reading (e.g. reading menus, responding to signs, following visual instructions)

model and scaffold use of written texts for emergent writing (e.g. making a shopping list, writing down orders, creating a map, sending a letter; note: writing will consist of a mix of marks, scribbles, drawings, and actual letter forms).

Exploring and creating texts

use the texts from reading and writing experiences as stimuli for sociodramatic play (including picture storybooks, non-fiction texts, functional texts like recipes and instructions)

consider ways of creating sociodramatic play areas that require:

personal (expressive) texts (e.g. drawing/writing letters, notes, recounts)

imaginative (narratives) texts (e.g. storybooks, drawing/writing stories)

informative (expository) texts (e.g. lists, recipes, maps, instructions)

provide children with prompts, props, costumes and pictures to help stimulate re-enacting of stories from books or storytelling experiences

children can create functional and meaningful texts using mainly drawings/images, but may include some elements of print (with educator support)

these could include any of the texts relevant to play themes explored above (e.g. Doctor's office, Café, Grocery Store, Aquarium).

Fine motor

consider the fine motor requirements of any writing implement or material you provide children

use writing and play experiences to model and scaffold children's use of implements to create more complex and varied marks, scribbles, drawings, and shape/letter forms, developing their fine motor skills

support children to use writing implements for all kinds of writing experiences from mark making through to using print in a functional way during play.

Concepts of print

talk about print concepts in the context of play (highlight the features and meanings of environmental print as part of play, e.g. the red stop sign means "stop", the recycling symbol signifies which kind of waste can go in that particular bin)

use the terminology to describe different kinds of texts/materials with children, e.g. letter, brochure, notepad, sticky note, menu, receipt, recipe etc.

Phonics

model phonics awareness during functional uses of print in children's writing experiences (e.g. adding labels, signs etc.)

model how simple sound-letter (phonics) patterns can be used to spell short words

model sounding out and writing a letter (or letter pattern) for each sound in the word.

When we understand literacy from a multimodal perspective, we recognise that meaning is communicated through combinations of two or more semiotic (meaning) modes (Kalantzis et al., 2016). Wohlwend (2015) builds upon these broader understandings of literacy to argue that play is a form of literacy in itself. The authors see sociodramatic play as a way of "creating and coordinating a live-action text among multiple players" (Wohlwend, 2015, p. 2).

This ties in with the view that literacy is not just an assemblage of skills to be learned, but a social practice that children learn within and through (see Barton and Hamilton, 2016).

Children's sociodramatic play experiences present unique opportunities for children to develop language and literacy skills, through the creation and exploration of imaginary worlds and the texts within them (Wohlwend, 2015; Smilansky, 1968).

From a Piagetian viewpoint, creating sociodramatic play opportunities allows children to independently consolidate cognitive skills like Concepts of Print, and explore the interactions between other individuals and the physical environment (Piaget, 1962; Yaden, Rowe and MacGillivray, 2000).

The importance of sociodramatic play for emergent literacy is also emphasised within a Vygotskian perspective, where literacy is viewed as a social, constructive process that begins in early life (Vygotsky, 1967). This view sees literacy as developing through everyday experiences with others, including pretend play (see Roskos and Christie, 2011; Teale & Sulzby, 1986).

In line with Vygotsky's (1967) socio-cultural learning theory, play allows children to be supported by a more capable "player". For sociodramatic play, this means that older peers and educators can model more advanced play using elements of drama teaching. This will then allow children to learn collaboratively, and eventually be able to engage in more advanced sociodramatic play by themselves.

An important point, regarding how these theories explain the relationships between play and literacy, is made by Pellegrini and Van Ryzin (2007), who argue that classic theorists do not directly explain the play-literacy interface. However, they do examine the ways that play activity influences literacy, including through pretend transformations, narrative thinking, and meta-play talk (i.e. talking about how to play).

Because play can take many forms as a teaching practice, it is difficult to measure its impact on literacy learning specifically. Some reviews of research indicate that play (in general) is associated with the development of language and literacy skills, but it is not always possible to say that play itself has caused these changes in development (Lillard et al., 2013).

In one study (Nicolopoulou, Cortina, Ilgaz, Cates, and de Sá, 2015), the researchers found that children who participated in a storytelling and sociodramatic play program had improved language, emergent literacy, play, and self-regulation abilities.

Also, in a review by Weisberg, Zosh and Hirsh-Pasek (2013) the following conclusions are made about the links between language and play:

play allows children to practice using symbols and understanding symbolic relationships (a key part of using language)

play encourages children to use more advanced language that is specific to certain scenarios or social roles

during play, there is a significant amount of language used by children, their peers, and adults, providing numerous opportunities to hear, practice, and learn language

play allows children to be in control and engaged in the interaction, and when adults follow this lead, children are likely to learn more language (compared to an adult-led experience).

Myck-Wayne's (2010) study of dramatic play areas provided evidence that setting up these areas allows children to practise functional uses of language and literacy in context.

Outcome 1: identity

Children feel safe, secure and supported.

confidently explore and engage with social and physical environments through relationships and play

initiate and join in play

explore aspects of identity through role-play.

Children develop knowledgeable and confident self-identities.

explore different identities and points of view in dramatic play

learn to interact in relation to others with care, empathy and respect

engage in and contribute to shared play experiences.

Outcome 2: community

Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active civic participation

cooperate with others and negotiate roles and relationships in play episodes and group experiences

build on their own social experiences to explore other ways of being

understand different ways of contributing through play and projects

are playful and respond positively to others, reaching out for company and friendship

Children become socially responsible and show respect for the environment

use play to investigate, project and explore new ideas

Outcome 4: learning

Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity

use play to investigate, imagine and explore ideas

initiate and contribute to play experiences emerging from their own ideas

Children transfer and adapt what they have learnt from one context to another

use the processes of play, reflection and investigation to problem-solve

Children resource their own learning through connecting with people, place, technologies and natural and processed materials

explore ideas and theories using imagination, creativity and play

Outcome 5: communication

Children interact verbally and non-verbally with others for a range of purposes

use language and representations from play, music and art to share and project meaning

contribute their ideas and experiences in play and small and large group discussion

exchange ideas, feelings and understandings using language and representations in play

Children engage with a range of texts and get meaning from these texts

listen and respond to sounds and patterns in speech, stories and rhymes in context

view and listen to printed, visual and multimedia texts and respond with relevant gestures, actions, comments and/or questions

sing chant rhymes, jingles and songs

take on roles of literacy and numeracy users in their play

begin to understand key literacy and numeracy concepts and processes, such as the sounds of language, letter-sound relationships, concepts of print and the ways that texts are structured

explore texts from a range of different perspectives and begin to analyse the meanings

actively use, engage with and share the enjoyment of language and texts in a range of ways

recognise and engage with written and oral culturally constructed texts.

Children express ideas and make meaning using a range of media

use language and engage in symbolic play to imagine and create roles, scripts and ideas

share the stories and symbols of their own cultures and re-enact well-known stories

use the creative arts, such as drawing, painting, sculpture, drama, dance, movement, music and story-telling, to express ideas and make meaning

experiment with ways of expressing ideas and meaning using a range of media

begin to use images and approximations of letters and words to convey meaning.

Children begin to understand how symbols and pattern systems work

use symbols in play to represent and make meaning

begin to make connections between, and see patterns in, their feelings, ideas, words and actions, and those of others

develop an understanding that symbols are a powerful means of communication and that ideas, thoughts and concepts can be represented through them

begin to be aware of the relationships between oral, written and visual representations

begin to recognise patterns and relationships and the connections between them

Children use information and communication technologies to access information, investigate ideas and represent their thinking

identify the uses of technologies in everyday life and use real or imaginary technologies as props in their play

use information and communication technologies to access images and information, explore diverse perspectives and make sense of their world

use information and communications technologies as tools for designing, drawing, editing, reflecting and composing

engage with technology for fun and to make meaning

For age groups: early communicators (birth - 18 months) and early language users (12 - 36 months).

For age groups: language and emergent literacy learners (30 - 60 months).

Banerjee, R., Alsalman, A., and Alqafari, S. (2016). Supporting sociodramatic play in preschools to promote language and literacy skills of English language learners. Early Childhood Education Journal, 44(4), 299-305.

Barton, D., and Hamilton, M. (2010). Literacy as a social practice. Langage et Société, (3), 45-62.

Dinham, J., and Chalk, B. (2018). It's arts play: Young children belonging, being and becoming through the arts. Sydney, Australia: Oxford University Press.

Enz, B. J. (1995) Adult roles in supporting children's literacy. Linking literacy and play, In C. A. Kempers and A. L. Trefsger Miles(Eds), Newark, DE: International Reading Association,pp. 18-22.

Fellowes, J., and Oakley, G. (2014). Language, literacy and early childhood education, 2 nd Edition. Melbourne, Australia: Oxford University Press.

Jones, E., and Reynolds, G. (2011). The play's the thing: Teachers' roles in children's play (2nd ed.). New York: Teachers College Press.

Kalantzis, M., Cope, B., Chan, E., and Dalley-Trim, L. (2016). Literacies. Port Melbourne, VIC, Australia: Cambridge University Press.

Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., and Palmquist, C. M. (2013). The impact of pretend play on children's development: A review of the evidence. Psychological Bulletin, 139(1), 1-34.

Myck-Wayne, J. (2010). In defence of play: Beginning the dialogue about the power of play. Young Exceptional Children, 13(4), 14-23.

Nicolopoulou, A., Cortina, K. S., Ilgaz, H., Cates, C. B., and de Sá, A. B. (2015). Using a narrative- and play-based activity to promote low-income preschoolers' oral language, emergent literacy, and social competence. Early Childhood Research Quarterly, 31, 147-162.

Pellegrini A. D., Van Ryzin M. (2007) 'Commentary: cognition, play and early literacy'. In K. Roskos, J. Christie (Eds). Play and literacy in early childhood: Research from multiple perspectives. 2nd ed. Mahwah, NJ: Lawrence Erlbaum Associates Publishers (pp. 65-80).

Piaget, J. (1962) Play, dreams, and imitation in childhood. Gattegno C, Hodgson FN, (trans). New York, NY: W.W. Norton & Company.

Roskos, K., & Christie, J. (2011). The play-literacy nexus and the importance of evidence-based techniques in the classroom. American Journal of Play, 4(2), 204-224.

Saracho, O. N. (2001). Exploring young children's literacy development through play. Early Child Development and Care, 167(1), 103-114.

Siraj Blatchford,I. (2009). Conceptualising progression in the pedagogy of play and sustained shared thinking in early childhood education: A Vygotskian perspective. Education and Child Psychology, 26(2), 77-89.

Smilansky, S. (1968). The effects of sociodramatic play on disadvantaged preschool children. New York, NY, US: John Wiley and Sons.

Teale, W., Sulzby, E. (1986) Emergent literacy: Writing and reading. Norwood, NJ: Ablex.

Victorian State Government Department of Education and Training (2016) Victorian early years learning and development framework (VEYLDF). Retrieved 3 March 2018.

Victorian Curriculum and Assessment Authority (2016) Illustrative Maps from the VEYLDF to the Victorian Curriculum F-10. Retrieved 3 March 2018.

Vygotsky, Lev S. (1967). Play and its role in the mental development of the child. Soviet Psychology, 5(3): 6-18.

Weisberg, D. S., Zosh, J. M., and Hirsh-Pasek, K. (2013). Talking it up: Play, language development, and the role of adult support. American Journal of Play, 6(1), 39-54.

Williams, M., and Rask, H. (2003). Literacy through play: How families with able children support their literacy development. Early Child Development and Care, 173(5), 527-533.

Wohlwend, K. E. (2015). Playing their way into literacies: Reading, writing, and belonging in the early childhood classroom. Teachers College Press.

Yaden D, Rowe, D, MacGillivray, L. (2000) 'Emergent literacy: a matter (polyphony) of perspectives'. In M. Kamil, P. Mosenthal P. D. Pearson, and R. Barr (Eds.). Handbook of Reading Research Volume 3. Mahwah, NJ: Erlbaum. pp. 425-454.

Cremin, T., Flewitt, R., Mardell, B., and Swann, J. (2016) Storytelling in early childhood: enriching language, literacy and classroom culture. London and New York: Routledge.

Storytelling in Early Childhood is a captivating book which explores the multiple dimensions of storytelling and story acting and shows how they enrich language and literacy learning in
the early years.

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​Sociodramatic play is where children act out imaginary situations and stories, become different characters, and pretend they are in different locations and times. When imaginative/dramatic play is shared with others, this becomes sociodramatic play. It can involve the use of props, costumes, and scenery, but this isn't a requirement.

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What is Rough and Tumble/ Rough-Housing/Risky Play ?

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What is Rough and Tumble/ Rough-Housing/Risky Play ?

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Is play that seems aggressive, physical and risky even when children engaging in it are are full of joy and excitement.

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This website gives examples of risky play activities that can be done indoors or outdoors.

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Examples Of Risky Play (25+ Ideas) - Early Impact Learning

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Risky play and activities are crucial in children’s development. Looking for some examples or ideas? Be sure to check out our article.

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Play increases better social and communication

skills which promotes and improves physical and

mental health and provides a critical context for develop-

ing and fostering relationships with care givers and peers

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Social development - When children learn how to interact with the people around them.
Emotional development - When children begin the understand who they are, what they are feeling and what to expect when interacting.
Physical development - Children's ability to use and control their bodies.
Cognitive development - How children think, explore and figure things.
Language development - when children come to understand communication language.

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Emotional Development - Playing board games
Social Development - pretend play, turning taking
Physical Development - Running , climbing, throwing
Language Development - New word , phrases
Cognitive Development - Puzzle books,

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This article focus on play-based learning and why play is crucial part of language development for young children and children with disabilities.

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Play is a critical milestone that contributes to the learning and development of young children in multiple ways and is essential to their well-being. Play is also considered as a central component to promote school readiness and incorporates pre-literacy, language and numeracy skills. However, play deficits seem to be acutely apparent in some children with disabilities. This highlights the need to come to terms with the best evidence and explore the promising practices related to improved play skills for young children with disabilities. The purpose of this paper is to provide an overview of play-based learning in early childhood and early childhood special education and provide research-based recommendations on teaching play skills to young children with disabilities.

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(PDF) Teaching Play Skills to Children with Disabilities: Research-Based Interventions and Practices

# data[].attributes.attachment_link.description
Play is a critical milestone that contributes to the learning and development of young children in multiple ways and is essential to their well-being. Play is also considered as a central component to promote school readiness and incorporates pre-literacy, language and numeracy skills. However, play deficits seem to be acutely apparent in some children with disabilities.

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https://www.researchgate.net/publication/327567615_Teaching_Play_Skills_to_Children_with_Disabilities_Research-Based_Interventions_and_Practices

https://playandlearn.com/art/importance-creativity-foster/

https://earlyimpactlearning.com/examples-of-risky-play-25-ideas/
https://www.education.vic.gov.au/childhood/professionals/learning/ecliteracy/emergentliteracy/Pages/sociodramaticplay.aspx