Recently my class began a unit on the Three Little Pigs. I always look forward to talking about this book with young children, because there is so much that you can do with it. I have only picked the book up twice so far, though, and haven’t even gotten through it once. The first time we started to read it, one of the children wanted to build a house. We moved all of the furniture out of the middle of the floor and set to work (you can read about what happened during that experience here). The second time we picked up the book, I stopped reading and started asking the children questions about what was happening in the story, to kind of get a feel for their thoughts and feelings about it. And I was very shocked by what I found out.
“The pigs were being mean and it made the wolf mad!”
“The wolf blew the house down because he didn’t like it when the pigs wouldn’t let him in.”
“The wolf just wanted to come into the house and the pigs weren’t nice because they wouldn’t let him in.”
Of course, being three years old, the kids didn’t have one important piece of information: wolves like to eat pigs. But I was very intrigued by the thought process here, and the connections they had made to reach this conclusion.
See, I am a firm believer that children are mean for a reason. They don’t hit just to hit. Usually their feelings have been hurt in some way; sometimes it is not because of the child that they hurt, but by an outside source such as a teacher. So in my classroom we talk a lot about how our actions affect the people around us. If you take a toy the child isn’t going to like it and is probably going to retaliate. We talk a lot about using language and telling children that they don’t like something instead of hitting them. So the language that they used to talk about how the pigs were treating the wolf helped me to see that they are making a lot of connections between behavior and action.
So what does this have to do with creativity? Creativity is about making these connections, and the children in my classroom who have been able to make these connections have come up with some creative ways to deal with each other socially rather than just having an all out free-for-all. They have begun to learn to work together toward a common goal, such as creating original ideas (like the swimming pool) because they have moved beyond thinking simply about themselves and what they want. They have come to see how their actions affect other people.
Reframing is a powerful tool in this respect. When you practice reframing and teach it as well, it can totally change the dynamics of a classroom environment. It is extremely difficult and time-consuming to implement, but the rewards are totally worth it.
Especially when you see a class of two- and three-year-olds assigning blame to the pigs in The Three Little Pigs!