We place many restrictions on children's desire to explore the world. If we were honest, we would admit that curiosity makes a good cat and that cats are extremely skilled in testing the limits and determining what is safe and what is dangerous. Apparently children, as well as cats, have an irresistible tendency to explore objects, and this very tendency seems to be the basis for the curiosity and inventiveness of adults. Even in testing situations, children who do the most manipulating of objects produce the most ideas and the largest number of original ideas. Until children reach school age, it is generally assumed that they are highly creative, with vivid imaginations, and that they learn by exploring, risking, manipulating, testing, and modifying ideas.
Wise teachers can offer a curriculum with plenty of opportunities for creative behaviors.
They can make assignments that call for original work, independent learning, self-initiated projects, and experimentation. Using curriculum materials that provide progressive warm-up experiences, procedures that permit one thing to lead to another, and activities that make creative thinking both legitimate and rewarding makes it easier for teachers to provide opportunities for creative learning. We can be respectful of the unusual questions children ask. We can be respectful of children's unusual ideas and solutions, for children will see many relationships that their parents and teachers miss. We can show children that their ideas have value by listening to their ideas and considering them.