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Childhood Into the 22nd Century: Creativity, the FinlandExample, and BeyondSara Kapadiaab

a Claremont Graduate University, Claremont, Californiab University of California, Los Angeles.Published online: 26 Aug 2014.

To cite this article: Sara Kapadia (2014) Childhood Into the 22nd Century: Creativity, the Finland Example, and Beyond, ChildhoodEducation, 90:5, 333-342, DOI: 10.1080/00094056.2014.952214

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September/October 2014 / 333

by Sara KapadiaSara Kapadia is a recent Ph.D. in education from Claremont Graduate University, Claremont, California, and is now in a postdoctorate position at University of California, Los Angeles.

Creativity, the Finland Example,

and Beyond

Childhood into the

22nd CenturyThis article explores the meaning and definitions

associated with the concept of childhood over time. It sheds light on the social, cultural, and

historical constructions of the term childhood and the imperative to understand the context in which it is used. The evolving nature of the definition in

respect to the age range associated with childhood indicates evolving trends in developmental research.

Discussions about these trends are timely in recognizing their significance for shaping national and international policies and practices that will

contribute to children’s development and well-being in the new millennium.

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What childhood means has transformed over time.Definitionsof childhood have beeninfluencedbyculture, sociology,

andoutlook.Defining“childhood”ischallenging, as it is culturally and socio-historically constructed. Furthermore, “culture”canmeananindividual’spersonalculture, a family’s culture, a community’s culture, a country’s culture, or a culture that extends across many countries. The rhetoric about childhood is shaped by these differentcultures,whichmaybebasedincommunities, countries, ethnic groups, and other assemblies, but are also shaped by the era in which they exist. In the 21st century, new technologies, novel approaches to information gathering, and a myriad of demands and challenges are having their owneffectsonwhatchildhoodmeans. Research suggests that children’s experiences are carried through adolescence and into adulthood, shaping later life choices (Halle, Kurtz-Costes, & Mahoney, 1997; Schubert Center for Child Studies, 2009). It is now acknowledged that childhood does, in fact, impact many aspects of future development (Cole, Dennis, Smith-Simon, & Cohen, 2009; Duncan, Yeung, Brooks-Gunn, & Smith, 1998; Thompson, 1999). Research in developmental psychology over the last few decades demonstrates how cognitive, social, and emotional development in young children can lay the foundation for school success and adult economic productivity. The ground-breaking report From Neurons to Neighborhoods (Shonkoff&Phillips,2000)asserts that every child is wired for learning, nurturing relationships in early settings are

significant,societyisprogressingbutyoungchildren’s needs are not being addressed, and policy and practice that impact child development are complex and need to intersect. This emphasis on the importance of the early years is a positive indication for the future(Shonkoff&Bales,2011).Thisagendahas sparked research and many national and international discussions on what contributes to a healthy environment for young children. Studies demonstrate the long-term effectsofearlychildhoodeducationonschool achievement, as children who had participated in early childhood education experienced greater success later in school (EI Pan-European Conference, 2006). Other studies (Catterall, 2012) demonstrate the connection between engagement with the arts and positive academic and social outcomes in children who are at risk due to their low socioeconomic status. Meeting the needs of children in the 21st century is challenging and highly dependent on a country’s view of what a child is. It is often stated that the worker of the 21st century must have science and mathematics skills, creativity, articulacy in information andcommunication,masteryofdifferenttechnologies, and problem-solving skills (Dede, 2009). As we grow in our knowledge and understanding of how childhood impacts adulthood, several factors, such as play,directlyandindirectlyaffectthechoicesthat children grow up to make as young adults and fully mature adults. How then can we best prepare individuals for the 21st century and further into 22nd century?

The 21st Century“Although there is a lot more to 21st-century

learning spaces than simply a lack of corridors, corridors do provide a useful metaphor for

the limiting and linear model of 20th-century education…this has moved the rhetoric away from simply ‘processing’ children towards a

vocabulary of personalization.” (Heppell, as cited in Levinson, Nicholsson,

& Parry, 2008, p. 87)

In the 21st century, progress occurs faster than ever before. At this exponential growth, the 21st century will experience the equivalent of 20,000 years of progress, a thousand times greater than that experienced in the 20th century (Kurzweil, 2001). At least

“There is always one moment in childhoodwhen the door opens and

lets the future in.”Graham Greene (1946, p. 15)

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some, and perhaps many, individuals born in 2010 will still be alive in 2100 (Laurance, 2010). In the 21st century, young learners will need experience in the four Cs: critical thinking, communication, collaboration, and creativityasdefinedbyKay(2010),Presidentof Partnership for 21st Century Skills. Early childhood is a time when these four areascanflourishandsoearlychildhoodeducators are being hailed as the ones who should take responsibility for preparing these learners of the 21st century and beyond (Benner & Hatch, 2011). Overthepastfiveyears,agrowingemphasis has been placed on science, technology, engineering, and mathematics (STEM). STEM has been recognized as an important factor in a variety of international contexts, such as global competitiveness, quality education, preparing the future work force, and, more recently, creativity and innovation. In the 1980s to late 1990s, the emphasis was on making science accessible for everyone(Lynch,2000).In2014,differentgovernmentsusetermssuchas“innovation”and“21stcenturyskills,”whichhavebecomesynonymous with STEM. In particular, thewords“innovate”and“create”andtheir derivations are now widely used in education policy and legislation. The emphasis is on creativity for all, rather than a select few. Yet, a plethora of hard evidence has caused panic for some countries, as indications show that many countries are not able to compete with the rising standards of education in the 21st century. With concerns for both creativity and STEM needs, many countries are pouring money into early education. As U.S. PresidentBarackObamastates,“nothingismore important than giving everyone the best education possible . . . from the day they start preschool to the day they start their career” (The White House, 2012, para. 6). Organizations are also investing heavily in educating for creativity (Plucker, Beghetto, & Dow, 2004). Yet, only a few schools enhance creativity skills, which can lead to a lack of creative thinking in higher education classrooms (Jackson, 2006). This is in direct contrast to society’s needs for creativity. Theproficienciesandaptitudesneededby individuals are changing and, in many ways, require more advanced skills earlier

in life. Higher order thinking skills are needed on a daily basis (Kuhn, 2002). Robinson (as cited in Azzam, 2009) suggests that students should be encouraged to experimentandinnovate,“notgivingthemall the answers but giving them the tools theyneedtofindoutwhattheanswersmight be or to explore new avenues” (p. 24). Researchers have found that creativity can be cultivated (Craft, 2005; Plucker et al., 2003), and actually thrives in environments where experimentation, risk-taking, and creativity are valued (de Souza Fleith, 2000). Yale University’s Dr. Ainissa Ramirez, host of the children’s program Science Saturdays, recommends that children have the chance to explore and make mistakes, because scientists innovate by failing and thenfindingananswer(Walter,2012).Knowing that creativity can be fostered and taking risks can nurture creativity, how can education systems best prepare students for the 21st century?

Creativity and Technology In 1997, Stanford University researcher MyronAtkin,reflectingontheSputnikeraand looking ahead to the next 10 years, emphasized that technology signals a radical shift in education. Technological innovationshaveaffectedalmosteveryfacetof life, and many subjects or disciplines. As such, technology is highly transdisciplinary. Young learners are now required to be able tomovefluidlyfromonetypeoftechnologyto another, and have the ability to think on their feet. There is clear support for STEM andresearchisfindingmorecommonalitiesbetween the arts and sciences. Similar cognitive processes across the disciplines promote collaboration across sectors (Costantino, Kellam, Cramond, & Crowder, 2010). An emerging strategy strives to heightenawarenessaboutthebenefitsofthe arts by explaining how they support and contribute to STEM education and promoting their integration with STEM-based initiatives. Thus, STEM becomes the STEAM(STEMplusart)movement.“Thearts promote cultural change, trigger the imaginative conscience and community actionandactasabridgetowardsscientificunderstanding and application of sustainable efforts”(Clark&Button,2011,p.43).ThisintegrationoftheartswithSTEMefforts

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hasthepotentialtobeamutuallybeneficialinitiative that enhances learning in technical fieldswhilebringingthecontributionsofthe arts to the forefront (Bonamici & Schock, 2014). The emerging STEM to STEAM movement promotes the arts as equally significant,andnotsimplycomplementary(Bequette & Bequette, 2012). Promising collaborativeeffortsinK-12curricula,aswellas higher education research, have set the stage for future inquiry into STEAM-based learning. In the book A Whole New Mind, Pink (2006) argues that the information age, which favored“leftbrain”cognitiveskills,isgivingwaytoa“conceptualage”inresponsetooffshoringandoutsourcing,automation,and material abundance. The future will be a place where creators and empathizers, pattern recognizers, and meaning makers will thrive (Pink, 2006). The rise of a “creativeclass”(Florida,2002)isworkingits way into not only the popular culture but alsopolicy.“Whiletheeconomicfunctionsof education are important . . . there is a need to ‘rediscover,’ and rethink, the humanistic dimensions of education for the 21st century” (United Nations Educational, ScientificandCulturalOrganization[UNESCO], 2013, p. 17). Research suggests that the arts support crucial developmental skills in creativity, critical thinking, collaboration, communication, problem-solving, and being imaginative—all integral to childhood play. Play allows children to use their creativity while developing their imagination and their physical, cognitive, and emotional strength. Play is important to healthy brain development (Eccles & Templeton, 2002) and is a cornerstone of creativity and knowledge. Through play, science concepts can be tried and tested. A child who picks up a rock to investigate the myriad creatures living underneath it can learn about how “pillbugs”are“isopods”not“insects,”thenmove on to stand on a larger rock as a stage for dramatic play. Art and science naturally occur in young children’s play and so it is an ideal context for cultivating 21st- and 22nd-century citizens. Play occurs in many forms. In undirected play, children learn how to negotiate time andspacewithothers,resolveconflicts,andarticulate what they think, want, and need

(McElwain & Volling, 2005), all of which lay the groundwork for understanding and becoming passionate about what interests them. When play is allowed to be child driven, children gain decision-making skills as they move at their own pace, discover their own areas of interest, and ultimately engage fully in the passions they wish to pursue (Pellegrini & Smith, 1998). Several institutions and organizations are merging the arts and sciences for early learners. Two stellar examples of innovative approaches to engage young children in STEAM activities are described here. Two Bit Circus, a team of artists, engineers, designers, educators, and performers, organizedSTEAMCarnival,“amoderntakeon the traveling circus . . . a technological extravaganza” (STEAM Carnival, 2014, n.p.). At the STEAM Carnival, children can interact with technological games, many of which involve gross-motor skills. The Wolf Trap Institute in Virginia, United States, has launched the innovative Early Childhood STEM Learning Through the Arts initiative, which won a U.S. Department of Education four-year, $1.15 million grant. The Wolf Trap Institute(2013)explainsthattheir“arts-based teaching method taps into children’s innate desire for active, multisensory learning, as children literally embody concepts by singing and dancing, and engage their imagination through puppetry, story dramatization, and role play” (n.p.). While these two examples were taken from the United States, the country is overall considered to be behind other nations in both STEM and creativity. Finland has been dominating the charts on education tests (in the top three of almost every ranking since 2000), sparking debates about what kind of childhood societies should be providing. Several countries have tried to emulate Finnish teaching methods. Ravitch (2013) believes Finnish schools’ success is not a resultofwantingtobefirstintheworld,butratheraresultofwanting“agreatschoolforeach and every child” (n.p.).

Lessons From FinlandNot only is Finland demonstrating a high quality of education in early childhood, it also seems to be extending this educational success into later years. Finland held the number-one spot on the triennial PISA test

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(which assesses the abilities of a sample of 15-year-old secondary school students), followed by Hong Kong (China) and Canada in second and third place, respectively (Organisation for Economic Cooperation [OECD], 2007). The level of public expenditure on child care and education at age 3 and age 5, as a percentage of median working-age household income, is above average in Finland when compared to other countries (OECD, 2012a). Government policies in Finland emphasize a valuing of children’s ideas, perspectives, and happiness (Finland’s Ministry of Education & Culture, 2013; OECD, 2012b). More Time for Play. Finnish schools assign less homework and provide children with more opportunities for creative play (Partanen, 2011). Children in Finland spend the least number of hours in class per week in the developed world, yet they continue to get the best results. Children have access to high-quality child care and do not attend formal education until age 7 (Dalmia & Snell, 2008). Children as young as 1 year old spend up to three hours daily playing outside, even in the cold weather (Mead, 2008). Learning by playing is central to Finland’s education

policy. The Basic Education Act, amended in2010,statesthat“thepupil’sworkloadin basic education must be such as to allow him or her enough time for rest, recreation and hobbies over and above the time spent in school, school travel and homework” (Finland Basic Education Act, 2010, p. 11). Full Bellies, Full Minds. Finnish schools give all students a free and healthy lunch every day, regardless of their home socioeconomic situation. Child poverty compared to other countries is very low in Finland; less than 4 percent of the child population lives in poverty (compared to over 20% in the United States) (Sahlberg, 2012). Providing a secure and safe place for children is of paramount concern. Irmeli Halinen, the head of curriculum development of general education for the Finnish National Board of Education, explainseffortstoensurethatchildrenwhodo not have a good home background are given a place where they feel good so they can learn better (as cited in Richards, 2011). Preparing Teachers Well. Sturdy qualifications,highlevelsofeducation,and professional development for teachers contribute to enhancing pedagogical quality.

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Finnisheducationpolicyputsqualifiedteachers at the center of their strategies, withtheunderstandingthatbetter-qualifiedteachers have a greater ability to create a high-quality pedagogic environment (Sahlberg, 2012). Teacher quality is directly linked to impact on children, such as stimulating interaction with and between children,usingdiversescaffoldingstrategies,and encouraging questioning (OECD, 2012b). Finland started to invest heavily in teacher education in the 1970s. Then, in the 1990s, the country refocused teaching to meet the needs of diverse learners so that all students could be equipped with problem-solving and critical thinking skills (Darling-Hammond, 2010). Emphasis on Positive Self-Perception. Helping children develop their own identities in positive ways is another important focus. Finnish education fosters understanding of oneself with regard to one’s peers, highlighting each child’s individuality and providing opportunities for each child to grow and learn as a unique individual. Finnish early educators are trained in fostering social and interactive skills—encouraging children to be attentive to other individuals’ unique interests, to care about others, and to have a positive attitude towards diversity (Niikko, 2006). This training leads to a nurturing classroom environment that fosters creativity and allows all children to feel welcome and safe (Saarilahti, Cramond, & Sieppi, 1999). Collaborative Approach With Parents and Teachers. Hujala (2008) states that early education has been proven time and time again to be economically and socially beneficial,withthelong-termbenefitssurpassing the economic costs. Early childhoodcareisacollaborativeeffortbetween parents and society to prepare childrenphysicallyandmentally,specificallyfocusing on communication, social awareness,empathy,andself-reflection.EevaPenttilä, Director of International Relations for the Finland Education Department (City of Helsinki), explains that every new mother in Finland gets a box (maternity package) from the Mother Care Center that contains a bed and three books, one for the mother, one for the father, and the third book for the baby.“Thisindicatestotheparentsthatforthis new member of the family, you have to

read. I was amazed when I read somewhere that when you consider our population, we produce more children’s books than any other country does” (cited in Sandy, 2007, n.p.). Lasting Lesson—Equality. Thedifferencesbetween the weakest and strongest students in Finland are the smallest in the world, according to the most recent OECD survey (2006).“Equalityisthemostimportantwordin Finnish education. All political parties on the right and left agree on this,” said Olli Luukkainen, president of Finland’s powerful teachers union (Hancock, 2011, para. 1). All countries should be striving to provide fair and equal education that respects and nurtures all early learners’ well-being, individuality, creativity, and positive self-perception.

Onward to the 22nd Century At the end of 2013, OECD released a report onthemostrecentPISAfindings,andchangeis taking place faster than ever before. Shanghai topped the charts, and other East Asian countries are not far behind. On the ranking charts, Finland is 12th and the United States is 36th out of the 65 countries tested. Thus, the world’s gaze is turning from Finland to Shanghai (Zhao, 2013). Dynamic debates have arisen about what quality education is and should be, when to start the formal schooling process, and what approaches to use (Brown, 2013; Stewart, 2013; Zhao, 2013). East Asian education has become synonymous with strict schooling, testing early, and rote learning. Zhao (2013) warns other countries not to get distracted, noting that

For an education that can truly cultivate creative, entrepreneurial and globally competent citizens needed in the 21st century, you will have to invent it. Global benchmarking can only give you the best of the past. For the best of the future, you will have do the invention yourself. (para. 8)

ConclusionThe rate at which technology is advancing has immense implications for education, especially in terms of child development. Passive educational approaches are being replaced by learning that is more individualisticandmorefittingforarapidly

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evolving global society (Nair, Fielding, & Lackney, 2009). The Human Computer Interaction Lab at the University of Maryland has carried out multiple research projects to further understanding of how educational technologies can be implemented. Ben Bederson(2009)atthelabpresentedfindingsfrom a longitudinal study of children’s technological literacy across four countries: Honduras, Germany, New Zealand, and the United States. The most prominent findingwasthatallthechildren’sworldviews expanded through the use of novel technologies. Michio Kaku (cited in Hsu, 2013), a physicist, futurist, and television presenter, explains how the future will be shapedtofitindividuals’exactneeds—beitin travel, education, or social settings. Play has been shown to be integral to child development and yet play is at risk. Brown UniversityhistorianHowardChudacoff(2008) says play is changing dramatically from a world invented by children to one that has been preempted by adults. As a result, the innovative aspect of play is diminishing, especially for young children. Hefindsthatresourcefulness,finding

everyday objects and rethinking their use, is no longer apparent in play for today’s children. With less time designated for play in schools and less time for exploration in the hectic fast-paced life of the 21st century, children are being deprived of what used to come naturally (Pellegrini, 2005). Without sufficientplayopportunities,childrenaredeniedpracticewithconflictresolution,grossandfineskills,andcreativity(Singer&Singer, 2006). There is hope for a more balanced future, however, where the technologies of tomorrow and the hallmark of human childhood—play—can co-exist and even entwine. Transmedia play (Alper & Herr-Stephenson, 2013), wherein a variety of technologies are used in tandem to provide multiple contexts for childhood play, is recognized as appropriate for the early years. In their position statement on technology use with young learners, the National Association for the Education of Young Children (NAEYC) and the Fred Rogers Center for Early Learning and Children’s Media (2012) noted that digital learning is now an inherent part of early childhood in

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thecurrenteraandthattobeeffective,mediaand technology use in the classroom must be active, engaging, and guided by pedagogy. In 1969, an article on media use in early childhood education pointed to the future of meaning-making through media, suggesting that“man’sfuturedevelopmentsmayplace much greater reliance on the capacity to manipulate a wide range of symbols” (Meierhenry & Stepp, 1969, p. 409). One can imagine a future with a myriad of literacies and symbols that have become part and parcel of the early childhood years. Bers,Flannery,Kazakoff,andSullivan(2014), through an NSF grant, documented classrooms where young learners were able to build a robot, program the robot to execute certain desired actions, and compare their work to their classmates. In the 22nd century, early learners with advanced technological fluencymaybecomethenorm. As early childhood educators, policymakers, and parents prepare for a future that is technologically progressing at a faster rate than ever before in the context of a further globalized world, great balance will be needed to ensure early learners are able to develop naturally. A challenge for the future will be equipping young learners with the skills and aptitudes necessary for the erawithoutsacrificingthefundamentalandbiologically required natural play.

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