Tag Archives: encouraging creativity

Grandma Says It’s Good to Be Creative

On July 10, there was an article in Newsweek headlined, “Research shows that American creativity is declining. What went wrong and how can we fix it?”

Reading the article took me back to the early days of my career in gifted education when E. Paul Torrance was still alive and at the forefront of the research as well as development in the area of creativity. It takes me down memory lane in terms of all the work I’ve done over the years with direct or indirect goals and outcomes related to creativity development.

There are several important messages from the Newsweek coverage to discuss in relation to my current interest in writing and publishing children’s picture books on the topic of “smartness.” The first is the misunderstood definition of creativity. It is not just about imagination and playing with ideas. In reality creativity is the “production of something original and useful…to be creative requires divergent thinking (generating many unique ideas) and then convergent thinking (combining those ideas into the best result).” I hope and believe that in “Grandma Says It’s Good to Be Smart,” I portray the importance of encouraging our children to develop and use both kinds of thinking.

Second, the article reports that preschool children ask their parents about 100 questions a day. Often those questions start with, “why?” and tragically, as the article continues, it stops! I could never describe the issue of low motivation for learning that so often occurs by middle school if not in earlier grades better than with this quote from Newsweek: “They didn’t stop asking questions because they lost interest. It’s the other way around. They lost interest because they stopped asking questions.” It’s not all the fault of parents – some teachers encourage questioning and others don’t – but nevertheless parents need to keep the spirit of curiosity alive regardless of the school’s role in their children’s development from year to year.

Third in importance for today’s parents and grandparents to understand is the long-term benefit of promoting the skills that “Grandma” (in my book) says she values from early childhood on. The research points out that children whose curiosity, imagination, and divergent and convergent thinking are encouraged over time tend to excel, i.e. they finish high school and they finish college at much higher rates. This only makes sense. If they stop asking questions and start languishing in the classroom by or before middle school, a downward spiral is inevitable.

The bottom line of the Newsweek article is that although we have always valued creativity in American society, we are not purposely fostering it. We need to do that. Creativity doesn’t just happen!

Learning on Cruise from the Ground Up

On July 4th, ‘The New York Times’ ran a commentary on the pitfalls in identifying a gifted child.  It was precipitated by NYC officials stating that they were looking to identify children as young as 3, and asking what measures to use. I will not go into the whole debate, but if you are interested you can look up the opinions of contributing writers: Susan K. Johnsen, Baylor University; Clara Hemphill, Insidesschools.org; Joseph Renzulli, U. of Connecticut; Tonya Moon, U. of Virginia, and Bige Doruk, Bright Kids NYC.

I agree with Susan Johnsen’s suggestion that what we should be talking about is “talent spotting, from the ground up.” That’s what I encourage when I talk about using the “wow factor” to identify young children. When a child writes a poem, makes an observation, performs artistically, or does anything so extraordinary that it makes you go, “Wow!” I consider that an indicator of talent, or potential giftedness. This “wow factor” is clearly noticeable in children from the day they begin communicating. What you observed in that child may be so different from what you expected at the child’s age or stage of development that you would call it the work of a gifted child. Or, you may not be willing to go quite that far yet, which is fine. What is important is acting on your “wow” feeling.

This is where Susan and I depart from many of the other commentators in the article. As soon as the term ‘gifted’ is applied, the issue of labeling often becomes the focus of discussion or concern rather than the true purpose for acting on your “wow” feeling. That purpose is called “optimal match.” Optimal match is defined as a fit between the characteristics of the learner and what he is expected to learn. This match cannot be made unless the degree of ability is ascertained. Thus, there must be an evaluation of his interests and ability in whatever subject or topic is to be taught. It can be as easy as following up on the “wow” observation with an opportunity for the child to produce more in that area and at a comparable and steadily increasing level. At home, through the use of modeling, materials, space, and time, your goal most likely has always been to provide an optimal match between his interests and abilities and what he is learning. In most cases, a parent does not need formal testing in the early years to be able to feel that appropriate encouragement and support is being provided. But as he moves forward in the educational system, for most children, someone other than you will be determining the curriculum. Your goal doesn’t change, but the system for matching curriculum to learner does.

In school, there is a standard curriculum that is offered to all learners who are basically grouped according to age. Whether or not this is the best way to group learners, this is the way we have been doing it for years, and changing that system is not easy. When you ask that your child’s teacher provide an optimal match, you are asking for two things: first, that the pace or tempo of learning be appropriate. Second, that the depth and breadth of the subject be appropriate. In other words, you want your child to learn something new and to have to spend no longer doing it than she requires. A diagnostic assessment would be used not to label her, but rather to pinpoint where she is at in her learning and to suggest where she should go from there.

In the debate on identification in NYC schools, the call for identification as early as age 3 was in response to a louder call for identification among diverse populations. Again I agree with Johnsen, who states, “giftedness is exhibited across all racial, ethnic and income levels; however, children from these groups remain underrepresented in gifted education programs. Some of this underrepresentation may be explained by exclusive definitions (required superior performance on a single test), attitudes (teachers or parents do not recognize the gift or talent) and test fairness (characteristics of the norming population, item bias, linguistic demands).”

I remember years ago observing a first day of school for kindergartners in Milwaukee. Did I see eyes alight with enthusiasm and wonder? Yes. Did I hear a buzz of excitement about new learning activities? Yes. Among those children, there were some who needed to be advanced at a faster rate than others. Very few, if any, in this low-income neighborhood probably had developed far in their abilities yet. But they did have the potential to learn at varying rates. They each had the right to have his or her curiosity and readiness fully addressed. One young African American boy told me, “I can cruise.” He didn’t need to be tested for his teacher to allow him to ‘cruise’ through his skill development at a pace that would keep his spark of excitement for learning alive. He did need a teacher who was open to individualized learning and who believed that any child could have an as yet unrealized talent.

Let’s let our children cruise from the ground up. Let’s let them know that to be smart is cool, and that they are indeed smart!

Young Learners

I dreamed of influencing new generations of motivated learners when I wrote “Grandma Says It’s Good to Be Smart.” At book signings as well as readings like those with my grandson’s preschool class, I realize that is beginning to happen. This little girl epitomizes what the book is about. She is joyous; she breathes enthusiasm for learning. When I first saw her, her eyes were sparkling with awe as she gazed at all the mechanical devices and aerial fantasies that decorate Ella’s Deli on East Washington Avenue in Madison. Her mother tells me she was excited to meet a real author AND to have me write her name and my name in her own book. This little girl, and my grandson and his friend as I read to them in Lafayette, Colorado two weeks ago, demonstrate the wonders of early learning. Their curiosity, motivation and  awe – for books, the outdoors, meeting people, and exploring the world – delight me.

Reading to young children

I had the opportunity to spend a week with my youngest grandson. At the end of that week, he went back to preschool following his spring break and I read to his class before heading back home. This classroom and a few others now have my book for the children to enjoy at their leisure. Jordan is the little guy to my left in the photo. The children sitting on the letters on the other side of the rug (as directed by their teachers) are creeping in (as can be seen by the partial child to the right).

I’m thrilled that the book is reaching more and more children with the message that it is cool to be smart. This means that they enter the world of learning knowing that curiosity, exploration of ideas, reading, and thinking are all positive traits or skills for them to develop.

Book signing on April 14

I’m excited to have the opportunity to read and sign my books at one of the most popular sites that grandparents visit with their young grandchildren in Madison – Ella’s Deli. Please bring your young children or grandchildren to visit with me and get their personalized copy of the book between 5 p.m. and 6 p.m on the 14th.

Go to the following links for more information:

Book Signing with Ellie Schatz – Ella’s Deli and Ice Cream Parlor
Ellie Schatz Book Signing – April 14. Join us on Wednesday, April 14 for a book signing event with children’s author Ellie Schatz
www.ellas-deli.com/ellieschatz.php

Fellow Literacy Advocate – Jessica Doyle – Shares Her View

It’s not every day that I get a letter on the Governor’s letterhead. I did today, and it was from fellow literacy advocate, First Lady of Wisconsin, Jessica Doyle. Of “Grandma Says It’s Good to Be Smart” she writes, “It is a tribute to your talent and determination to publish your own book. You must be very proud!

“The book is a beautiful collection of words and illustrations. The wonderful message will reach readers of all ages, and the brightly colored illustrations will make the children read it over and over. As a lifelong advocate of education, I am heartened by the message that learning and being smart are cool! Your experience as an educator makes this an exemplary work, and I adored the grandma’s personality.

“Congratulations on this marvelous book, and thank you for your contribution to excellence in Wisconsin.”

Second Printing: Grandmas and Little Kids Love This Book

Authoring a book about the importance of early childhood education has not only created many wonderful opportunities for me, it has given me a new career.  Copies of “Grandma Says It’s Good to Be Smart” are now available from the second printing. For those of you in the Madison area, watch for them in more and more boutiques and book stores. For those of you from further away, feel free to introduce me to individuals (grandparents, parents, early childhood education teachers, elementary school teachers, early childhood caregivers, or anyone interested in the education of young children) as well as public venues that you would suggest for distribution. Your continuing notes to me – like this one from a grandma of a one-year old – are heartwarming: “Your book is marvelous. (My son) was very touched to have a copy of your book for his Ellie.  You can be sure that I will read it to her often, as will her parents.”