In the world of early childhood education, especially creative development, the debate over a creative process vs product is a common one. Should we focus more on the finished product or the process that leads to it? Through my own experiences, I’ve come to appreciate that art is about process and that there is also a moment when the process becomes a product. The focus must address how we perceive and define processes and product.
Redefining the Concept and Definition of a Creative Process
Most definitions of process refer to a series of actions or operations conducted to achieve an end. A creative process combines vision, creativity, intuition, and collaboration balanced with craft, technique, accountability, discipline, and time and resources. During a creative process, problem-solving, decision-making, and relationship-building emerge and become visible. A creative process is complex and multifaceted because beliefs, collaboration, aesthetic sensibility, and individual purpose come together.
Children use a creative process when mixing paint to explore color theory, using different textures in paper collage making, or experimenting with various materials or art media, such as clay. The process is where exploration, discovery, and learning happen. It’s a joyous journey where children are in the flow of creativity, often without a specific product in mind. The thrill is in the discoveries they make along the way. I’ve witnessed children spend days mixing paint and adding to a canvas they’ve been working on, trying different textures and colors, fully immersed in the experience. This engagement in the creative process is crucial. It’s where their curiosity is sparked, and their creativity thrives.
Redefining the Concept and Definition of Product
On the other hand, the product is the outcome of the creative process. It is the painting, the sculpture, or, in my case, a piece of jewelry. When I make jewelry, I don’t just create a product, instead, I embark on a journey of joy and discovery. I love the alchemy of mixing metals using fire and the thrill of experimenting with different techniques. Ultimately, I have a fantastic product that I can wear proudly, a testament to the joy of the creative process. This joy and thrill of the creative process can be a great source of inspiration and motivation for educators and children alike.
The product represents a tangible achievement. It’s a testament to the hard work, creativity, and persistence that went into its creation. It is essential to remember that the product (the end of a project) is decided by the person engaged in the creative process. The same is true for children; they own the creation process and the emerging product or outcome.
We often discuss the product as a project or craft designed by an adult. We see evidence of these adult-designed projects in many early childhood classrooms (the cloud with a rainbow, the jack-o-lantern, or the coffee filter butterfly). They are often designed to teach a specific concept or follow directions and are seen as “cute.”
A New Perspective on a Creative Process vs Final Product
As educators, we can shift our thinking about our role in the creative process. We can reflect and ask ourselves:
- Do we tell children what to do and provide them with step-by-step guided crafts?
- Do we spark children’s creativity and strengthen their innate artistic capacities by making different tools and art media available to help them grow their creative spirit?
- Do we engage them in experimentation and teach them how to use different tools and materials to grow their artistic ability?
- Do we build complexity as we notice that children have reached a new level of understanding in their artistic explorations?
- Do we regularly introduce different media that gives them new languages to express themsleve?
- Do we have art materials readily available and easily accessible for their use?
It’s crucial to strike a balance between the product, as determined by the children, and the process. This gives them a sense of ownership and accomplishment. Both aspects are important for children’s creative development. The process encourages exploration, creativity, and learning, while the product provides a sense of completion and achievement. By valuing both, we can foster a holistic approach to creative development. When we make tools, materials, and media available to children, they take control of their creative capacities.
Engaging in a Creative Process Supports Children:
Engaging in a creative process supports children’s growth and development in several ways:
- Encourages Curiosity: The process allows children to explore and ask questions, fostering a sense of curiosity.
- Enhances Problem-Solving Skills: Experimenting with different techniques and materials helps develop problem-solving skills. Children can learn what works and what doesn’t through trial and error.
- Builds Persistence: The process often involves trial and error, teaching children the value of persistence.
- Fosters Creativity: The freedom to explore and experiment nurtures creativity and innovation.
Engaging in the Process of Creating a Product Supports Children:
- Sense of Achievement: Children can develop the intrinsic pride in their achievements.
- Critical thinking: Children can think about the final product and the steps they need to take to get there.
- Perseverance: Children learn to engage in the process that leads them to a product that is in their control. They work until they are satisfied.
The Power of Determining the Product
Giving children the power to determine when their work becomes a product is crucial for their creative development. They know when their art or a clay sculpture is complete. This is a testament to their autonomy and decision-making skills. It empowers them to make decisions and take ownership of their work. Sometimes, they may choose to finish the process and create a final product. Other times, they may decide whether the process should continue or end altogether. This autonomy is essential for their growth as independent thinkers and creators, and as educators, it’s our role to respect and support their decisions.
Addressing Counterarguments
Some argue that product-focused art is often associated with adult-guided projects. While this is true, it’s important to distinguish between guiding and controlling. As an educator, I provide and teach children how to use simple and complex tools and art media that challenge their creativity and innovative qualities. Providing tools and media for children to create without dictating the outcome allows both product and process to coexist harmoniously. I grew up among artists and crafters. Their knowledge and understanding of artistic and innovative techniques supported their creative process. Knowing how a tool works can help you gain control over the process and give you more ways to express your ideas and thoughts.
- The journey of discovery and the process of gaining new knowledge are often valued more than the end product itself. When children own the product, balance is established and a sense of intrinsic pride is established.
- This process, or journey, is where growth and development occur, and it often involves the following elements:
- Experimentation is crucial in this process, allowing children to test their theories and ideas by applying a specific method and using various tools, media, and techniques.
- The knowledge gained from this process isn’t just limited to the method but also includes understanding the qualities of the tools and media used and the ability to apply this knowledge creatively.
- Through consistent practice and dedication, mastery of a technique can be attained.
Focusing solely on the end product can lead to a narrow perspective, whereas embracing the creative process can open up doors to new discoveries and expand one’s knowledge. Giving children the power to decide the product thy create will increase their creative capacities. The journey or creative process, which includes making mistakes and finding solutions, is where natural growth and development occur. As educators, it’s a journey worth taking that we should encourage and support.
Picture the joy on a child’s face as they mix colors, discovering new shades and textures. This moment of discovery is not just a part of the process; it’s the essence of it. It’s where the magic happens, where the child’s imagination comes to life. Imagine their pride when they decide their artwork is complete and request to display it in the classroom., they have created a product they are proud to share with others. These moments of discovery and accomplishment are truly priceless. They vividly demonstrate the value of a balanced approach to the process and product dichotomy.
Conclusion
In conclusion, a new understanding of a balanced approach to product vs process is beneficial and essential in supporting children’s creative development.
By creating opportunities that embrace the process and giving children the power to decide when they have made a product, we nurture their growth, creativity, and independence.
Remember, both can exist as long as we, as educators, provide the tools and media for children to create rather than telling them what to make. Let’s empower our young artists to explore, experiment, and take pride in their journeys and achievements.
Are you ready to take a balanced approach to supporting children’s creative development? Join us in fostering a new generation of innovative thinkers and creators. Together, let’s celebrate the beauty of the process and the product.
