https://doi.org/10.31261/CHOWANNA.2002.19.05
A young child is naturally a creator and, in this area, shows a considerable advantage over mature individuals. In the biological sphere, for example, the activity of an adult is limited primarily to survival, whereas a child’s activity is entirely dedicated to building the self. This constitutes a primary need, the fulfillment of which is absolutely essential for the optimal development of a human being during the growth period. Another area linked to activity, and common to every harmoniously developing preschool-aged child, is expression. This should be understood as a revealing of the self—"becoming transparent to others," which is not always possible in every situation but remains a fundamental condition for any act of self-creation in relation to others. Crucial for our purposes is the assumption that each child has a preferred channel for sending and receiving information, which also becomes their primary means of creative expression. An auditory learner will seek opportunities to express themselves verbally or through other sounds; a visual learner will focus on messages based on the configuration of objects in space; a kinesthetic learner, by exploring the near and far kinesphere, will want to express themselves through movement-based behaviors. Adopting the concept of modalities as a starting point for exploring appropriate diagnostic pathways uniquely shapes the process of understanding the child. Another premise adopted in the initial considerations of this study is the reference of the field of observing a child's creative behaviors to the realm of play. Observing the play activity of young children usually provides very positive impressions—there is much joy, spontaneous discovery, and a celebration of illusion, which is the quintessence of divergent thinking.
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Vol. 2 No. 19 (2002)
Published: 2025-08-18
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