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Supporting creative and critical thinking

Creating a supportive learning environment for children to come up with their own ideas and to make links between them is essential. See how adults can support children to come up with their own solutions to make their ideas work.

Good for looking at

  • Characteristics of effective teaching and learning
  • Creativity
  • Curiosity
  • Collaborative play
  • Object play
  • Effective adult support
     
00:06
Children are usually highly motivated
00:08
when they're engaging in freely chosen activities.
00:11
I'll need to attach this,
00:13
then I need to get it around.
00:15
Can someone, I need another bungee.
00:18
Obstacles to overcome often arise
00:20
and lead to divergent thinking,
00:22
as they identify and try to overcome problems.
00:26
I'm a, I'm going around!
00:28
Joseph, Joseph might need more bungees.
00:31
Can I have some from you?
00:34
I've got one.
00:36
Will that be enough?
00:40
Um.
00:42
Ted.
00:43
I'm getting it around.
00:45
Right.
00:46
What could you do now?
00:48
I'm pulling it.
00:49
That's it.
00:52
Ooh, so close.
00:53
Adults can support children's
00:54
problem solving strategies in various ways.
00:58
And I've done it.
01:01
Look at this!
01:02
You pulled really hard and you did it.
01:05
Oh, yes!
01:07
Hiya!
01:08
Questions are valuable.
01:09
Help children to voice their thoughts
01:11
and talk about possibilities.
01:15
Why did we make a house for him?
01:16
'Cause he was tired.
01:18
He was very--
01:19
Support their interests over time.
01:21
Remind them of what they've done before.
01:24
Anyone remember what we did to make him warm?
01:27
A house.
01:28
A house with?
01:30
Leaves.
01:31
Leaves, lots and lots of leaves,
01:32
but now the house is gone.
01:33
Show and talk about strategies.
01:36
How to remember things, ways of solving a problem,
01:39
how to make a plan.
01:40
So what's the plan?
01:41
What are we going to do about this problem, I wonder?
01:46
Can you help with the planning of the hedgehog, Harry?
01:49
You know what we could do, probably.
01:52
We could build another hedgehog house.
01:56
Build another hedgehog house?
01:58
Yeah.
01:59
That's a good idea.
01:60
Yeah.
02:01
Is that a good plan?
02:02
Yeah.
02:02
We could get some blocks and build the hedgehog's house.
02:06
Get some blocks, and build the hedgehog's house?
02:09
And then can we get the hedgehog?
02:10
We'll build it a little bit bigger.
02:12
A little bit bigger this time?
02:13
So he's got more room?
02:15
No, a little bit, even that bigger.
02:18
That big?
02:19
Okay, what are we going to use?
02:20
No, like this big.
02:21
Do it, do it tall
02:24
Do it tall as a cas--
02:26
do it tall as a stick.
02:29
As tall as a stick?
02:30
Yeah.
02:32
Like my stick?
02:32
Okay.
02:35
We need some more blocks.
02:36
We need more blocks.
02:36
Okay.
02:40
You're gonna get one too?
02:42
It's sticky.
02:44
Where's the best--
02:45
Right here.
02:46
Is this the best place for it?
02:48
This big, this taller.
02:52
That taller.
02:54
Are you making the plan, Harry?
02:57
Yeah.
02:59
Yeah?
02:60
What do we need do next?
03:01
We've got two blocks.
03:14
So this is how tall it is.
03:14
Yeah.
03:15
Okay, that is really tall.
03:16
So, we're gonna need more, aren't we?
03:18
Yeah.
03:19
Okay.
03:20
Back to work we go.
03:25
Adults can keep the problem going
03:27
and support children to come up with their own solutions
03:31
rather than coming up with a solution for them.
03:33
Oh no some, some of the leaves!
03:35
Aw.
03:37
I wonder what we could do to keep the leaves in
03:39
the wheelbarrow.
03:43
We've got, we've got a problem, Harry.
03:45
Yeah?
03:47
The leaves are blowing out of the wheelbarrow.
03:52
We need to figure a way of keeping the leaves in.
03:55
Maybe I take--
03:57
If, if we--
03:59
Maybe I take some of the leaves out.
04:00
Take some of them out?
04:03
No, no we couldn't.
04:05
We couldn't, we need lots of leaves.
04:06
We need lots of leaves.
04:09
So, how can you stop the wind from blowing them out?
04:10
A lid!
04:10
A lid.
04:12
A lid.
04:13
Okay, let's look for a lid.
04:16
Value their questions.
04:18
Show you don't always know the answer yourself.
04:21
Be a thinker with them.
04:23
This bit is not hot.
04:24
Why is this bit not hot?
04:28
The things...
04:29
Yeah?
04:31
The things, that's covered
04:35
The things.
04:37
It's covered?
04:42
It was wet before, so...
04:46
It was wet before?
04:48
Yeah.
04:51
Oh, and that's why it's cooler.
04:52
Yeah.
04:53
Hmm.
04:54
It's not wet now.
04:56
No.
04:56
It's dry now.
05:00
On the other side, it's not hot.
05:03
Why is it not so hot over there?
05:05
Because it's more in the shade.
05:07
It's more in the shade.
05:11
Hmm, and then you have this in the shade.
05:16
Is there anything over here that's blocking the sunshine?
05:17
This.
05:18
This, the wall?
05:19
Yeah.
05:23
So, the wall is stopping the sunshine getting here,
05:26
and it feels colder or hotter?
05:26
Colder.
05:33
Encourage cooperation
05:34
and joint problem solving.
05:37
Children learn a lot from each other.
05:40
Open the oven.
05:42
Oh Aryat, will you help him?
05:44
He needs help to open the oven and get it ready.
05:51
Oh, put it in the oven.
05:60
Oh dear, the cupcakes.
06:04
Oh no, what's happening?
06:06
We can't shut the doors.
06:07
So, how are we going to be able to bake it?
06:11
Hmm.
06:16
The door.
06:18
Yes!
06:20
Where else do you think we'll be able to bake it?
06:24
Do we have another oven anywhere?
06:25
No?
06:26
Oh, Aryat.
06:28
Musa?
06:31
Aryat has got an idea.
06:35
What do you think we should do with that, Aryat?
06:37
So, we should transport them into here.
06:39
Oh.
06:43
Sorry?
06:45
You prefer to pull them out, Musa?
06:51
This, and this, and this.
06:54
But then we will have much less cupcakes
06:58
because this is a smaller tray.
07:09
Help them think about approaches
07:15
and make links between experiences.
07:18
Which baking tray are you going to use
07:21
to bake 'em?
07:23
The big one or the small one?
07:26
Because remember what happened to the big one?
07:28
Can you remember what happened?
07:29
Yeah.
07:30
What happened when we tried
07:35
to put our big baking tray in the oven?
07:37
It didn't go in.
07:40
I know, it didn't go in. It was too big.
07:42
Oh, so you're not using the tray.
07:44
That is really clever, Musa.
07:46
Encourage them to think about
07:48
how they're learning, not just what they're learning.
07:50
Do you know what made me really happy with Louis?
07:53
He was saying it over and over again in his head,
07:53
so he could remember what it was.
07:56
That was a very good way of remembering.
07:57
How to remember things,
07:60
ways of solving a problem, how to make a plan.
08:02
How did you do that, then? What did you have to do?
08:07
I did, I found some little holes, just like that one
08:12
and I put this inside, just like that.
08:13
Right!
08:15
Encourage children to reflect on the task.
08:18
On what is going well, or what might need improving.
08:22
Out of paper, out of...
08:23
And if we think about it,
08:27
what's gonna happen if the nail comes through here?
08:28
'Cause it's quite thin.
08:30
What's gonna happen to the nail on this side?
08:32
I don't know.
08:34
Maybe we won't be needing it.
08:36
Maybe I'll do it differently.
08:37
I don't know, I'm just worried about
08:40
the nail sticking out.
08:44
So I'm just wondering if there's any possibilities.
08:46
I suppose we can put it there
08:49
It's because that unpinned.
08:51
Why do you think it will work there and it wouldn't work
08:52
there then, Sam?
08:56
Because it's got the under layer underneath
08:56
And not on that.
08:57
Hey, where'd my hammer go?
08:58
It's thicker isn't it?
09:14
It still needs, I need one more nail.
09:18
Fantastic.
09:21
Okay.
09:23
Now it's got a different problem.
09:28
That is a little bit more than on that side.
09:30
Hmm.
09:33
I've got a better idea now.
09:34
Just need to
09:39
bang that one in a little bit more now.
09:51
I'm gonna need to have three things actually, Pete.
09:52
Yeah?
09:54
For this bit to work.
09:56
Well, there's other bits in the box,
09:57
if you do need another bit.
09:59
I know.
10:05
This is pretty cool now.
10:06
Give them feedback.
10:09
Help them think about what they've done.
10:09
Oh my God.
10:11
Look at this thing I've made now.
10:12
It's looking really interesting.
10:15
I love the way you've joined these two bits on here.
10:17
It's absolutely fantastic.
10:20
You use those long nails to join them?
10:21
Yeah.
10:24
It's because they wouldn't fit through two of them.
10:24
That's why.
10:29
Might need the help of
10:31
another nail, there.