What parents can do to support their child’s creativity (and to some extent still have conversations about their artwork):
1. Do more, talk less: Creativity thrives by being creative not by talking about creativity. Just like speaking about sports does not have the same effects on the individual as doing sports, creativity is simply encouraged by being creative. This applies for the child who gets the opportunity to be creative as well as for the parent who leads by example.
2. Make art yourself. If your child asks you to paint a dog, it’s often a sign that they’re worried about “getting it wrong.” Interestingly, many parents feel the same way! Often, they turn to coloring books or step-by-step guides to avoid mistakes themselves. However, I wouldn’t recommend this approach, as it can reinforce the fear of making errors. The more willing you are to explore and experiment on paper, the more your child will feel free to do the same. Don’t worry about creating a “perfect” dog - have fun with it and embrace the process. Most importantly, celebrate the differences in how each of you draws your dog, and appreciate the uniqueness in every dog, real or imagined! This fosters a positive environment where creativity and fun are prioritized over correctness. This also teaches children that art is not about perfection but about self-expression and exploration.
3. Make room for creativity - have materials readily available, organize special drawers or boxes filled with creative supplies (so exciting for children to rummage though) and allow for temporary chaos as part of the process. This creates an environment where creativity is welcomed and encouraged in everyday life.
4. Allow time for (unproductive) creativity: Creativity often blossoms when children have time to play and explore without specific instructions or expectations. Give them the freedom to use their imagination, tinker with materials, and come up with their own projects. Whether it’s doodling, building, or just daydreaming, this unstructured time is key to developing creativity. Encourage them to follow their curiosity, even if it leads in unexpected directions. And most importantly do not expect them to be productive!
5. Art and love: When children show us their art, it’s often less about discussing the details and more about seeking love through validation. When your child shares their art, respond with direct affection. A loving hug, a comment about how you can see that they enjoy painting, or offering to safekeep their work are very important here.
6. Not a tabu: Talking about art should not be a tabu. If you do talk about art, try not to correct or interpret, talk only about what you ACTUALLY SEE, not about what you think you are seeing. If your child shows you a blue painting with red dots, you could focus on the fact, that you are seeing lots of different blues and maybe little dots of red on top. You could tell them that it looks like they used different brushes for the various marks and that it looks like they made these marks very delicately with a very pointy tip. Or it could be a blue painting with red dots where the red dots are forcefully brought onto the paper and where you can see paint splashed all around them. Then you notice that. In any case, try not make them feel like there should be something ‘to recognize’.
7. Older children: As children are exposed to more structured and evaluative environments, their intrinsic creative abilities may be overshadowed by the pressure to perform according to established norms. Sometimes with older children it is therefore important for them that we recognize elements in their painting - they hope that they have drawn or painted realistically enough for us to recognize it. They might ask us ‘do you recognize this’ or ‘what do you think this is?’ When presented with a request like that you will probably worry that you will get it wrong - but simply start with what you see, and they will help you along the way. Try not to be the all-knowing parent and allow children to lead the conversation about their art, promoting their confidence and autonomy.
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