What is Creative Play in Preschool in a Digital Age?

It seems slightly odd to be talking about the global economy in an early childhood education blog, however, it is important that before I provide key examples of strategies, we as educators do understand that creativity is taking a centre stage in it.

Creative thinking and production are now considered paramount. 

Creative development has its own place in most early year curriculum such as the EYLF or EYFS.

While we mostly associate creativity in early childhood education with activities such as painting, crafts, music or drama, in a world where young children are increasingly exposed to and engaged with a wide range of digital technologies, digital play is shaping the educational landscape.

In this video, I will show you what is creative play in early childhood education in relation to the use of digital technology.

First up, as a member of my ICT in Education Teacher Academy you will have instant access to over 60 online pd workshops, lesson plans, activity ideas and other digital play resources for preschools with detailed case studies and examples of creative play in a digital context. Pay just $5.99 per month – cancel any time you want – so that you can promote creativity in early childhood education with digital technology.

Creative play in a digital world

Creative play in early childhood education is in its own area of learning in the early years curriculum. Its important role has been widely accepted for many years.

When understanding creativity in a digital age, creative play is simply enabling children to explore, develop ideas and make things in a digital context.

The challenge for you as an educator is to consider how digital technologies can be utilised to empower young children to express themselves and create a unique voice in their chosen medium.

It is about seeking to strike a balance, and this can be achieved if you encourage and develop early preferences alongside building the capability of children in a broad range of forms of expression.

So, here is a few examples of creative play in early years learning environments.

Case study 1: Storytelling and technology

Tablet computers and software can facilitate creative play through digital storytelling.

This allows the users to become creative storytellers through traditional processes such as selecting a topic, conducting some research, writing a script and developing an interesting story.

Combine this with different types of multimedia including graphics, audio, text, video clips and music so that it can be played on a computer.

Digital storytelling is creative play because of the clear link between the cognitive structures that are inherent in children’s play but are also fundamental to creative thinking.

Case study 2: Technology as props in socio-dramatic play

Digital role playing is considered to be another key opportunity for creativity and in driving the creative process.

As mentioned before, there is a strong link between so many of the cognitive and affective processes involved in creativity and play.

Socio-dramatic play cultivates these processes.

So it encourages creative thinking as a result of the use of digital technology in early childhood education such as television and videos that can be used to stimulate creative play.

Young children can watch characters on TV and video, for example, which inspire them to take on roles, and create their own way of acting out stories.

Case study 3: Technological construction and design

Traditionally, construction resources have been recognised as a creative toy as their practical applications foster creative abilities.

These days, young children can use a multifunctional array of motorised and robotic resources which may Motorised Meccano, LEGO robotics and Mindstorm as well as Gears Gears Gears construction sets.

With these, young children are able to create more elaborate and often ‘working’ constructions.

Case study 4: Using technologies in unconventional ways

Divergent thinking is central to creative play because of the link with generating ideas to solve a problem.

It involves a particular set of skills such as fluidity of thinking and this is strongly linked to creative ability.

So with traditional resources, you might see building blocks being transformed into a gun.

However, with digital technology, you might see a cash register becoming a bank teller’s computer or even a Maccano remote controlled car kit being transformed into a doctor’s kit.

When this occurs, you will be able to comprehend the role that technological affordances have in shaping children’s perceptions of what these technologies can become and ultimately children’s creative play in early childhood education.

All these case studies demonstrate how digital technologies, when used in a playful way and integrated into early childhood pedagogies as ‘tools’ rather than as an ‘add-on’ something to be learned, can provide opportunities for creativity.

Each one demonstrates the essential link between play and digital technology in order to facilitate creative play in early childhood education and care.

They also illustrate that when using a broader definition of technology, it can be integrated into play based learning approaches and from this creative play can emerge.

It is undeniable that some extend the affordances of the technology contribute to how technologies are used in creative play, just as they do with traditional resources.

If you would like to know more examples of creative play in early years learning environments become a member of my Academy now to experience digital play based pedagogies that will make an impact on children’s learning today.