At the moment I’m working on a range of different creative learning initiatives and as always, and pondering the links between them all.

Firstly I’m consulting with children and young people in creative ways for English Heritage, using site visits, writing, and making to develop interpretation and learning materials for visitors to Stonehenge.

Through my ongoing work with [1] Salisbury Museum, we are running a session at a MLA event next, a [2] seminar exploring child-centred learning and working with extended schools.

Additionally I’m waiting to hear whether I’ll be working with a Primary school with an outdoors focus for [3] 5×5x5=-creativity next year, or a special school.

And to top this all off I am sharing my own learning through individual pieces of evaluation for art in education projects and professional development for early years practitioners, on the value of creative and child-led approaches to learning.

Now individually, all of this work is inspiring and challenging, but looked at together its the cross-sector links and the bigger picture that I find fascinating.

As extended schools services seek to connect schools with families and communities, and Museums look to work in more responsive ways with those families, and early years settings seek to build on the new EYFS and embed creative learning practices within them, I feel a lot more positive for the future.

To use an already over-used phrase, this kind of joined-up thinking - of valuing the individual child (and parent) whilst holding an awareness of the bigger picture of family and community - can only benefit our children as they learn and develop their own world-views. Children that learn in ways appropriate to their own needs and interests, within the context of their local environment (natural/cultural/social) develop in confidence, self-esteem, empathy, respect for difference, and with a greater awareness of their role within, and impact on that environment.

If we are to develop sustainable ways of being within our ecosystems and societies for the future, then for me the way that we learn is key.

We need to invest in and promote ways of learning that are creative (and recognise each of us as innately so) and which support each child to explore, reflect on, and re-interpret their natural and cultural heritage.

‘The potential for every child is stunted if the endpoint of learning is formulated in advance’                                                                                                                       Carlina Rinaldi

Children live through their sense. Sensory experiences link the child’s exterior world with their interior, hidden affective world… Individual children test themselves by interacting with their environment, activating their potential and reconstructing human culture.’                                                                                                                              Robin Moore

Images from Connect & Create Project with Salisbury Museum