Unit 8, Task 2 Resub- The role of adults
Laura Palmer
Stacey Tanner
P4, M2
, In this assignment I will be explaining the role that adults take when promoting creativity in children
or young people. I will also go on to assess the role adults should take in the cycle of planning,
implementing, observing, recording and assessing creativity.
P4- Explain the role that adults take when promoting creativity in children or young people
Interventionist approach
The interventionist approach involves practitioners getting involved with children when they are
playing. They may do this by helping the child, giving the child guidance or support. The support may
be done on a one-to-one basis or in small groups. This is particularly helpful for children with low
confidence as they have guidance and support from adults. This support can be offered on a one-to-
one basis or in small groups. This is a benefit as children who are lacking confidence in their abilities
are not so concerned about getting something wrong. It also enables children to speak up more and
get tailored individual support if they are struggling in certain areas of creativity and learning. As
adults are involved children are able to mirror others. This can be particularly beneficial if they are
unsure of what they are doing and don’t have the confidence to speak up and ask for help. As
practitioners get involved with play, there is a change in perspectives by having help and support,
this helps the child to understand what they need to do. As children receive support and guidance in
this type of play, they are more likely to develop confidence as they don’t have to sit struggling with
an activity as the practitioners get involved in this type of approach to creativity. Practitioners may
give children either pictorial instructions or written instructions, this will depend on both the child’s
age and their stage of development. A benefit of the interventionist approach is that it increases
educational attainment and ensures that children are making progress to achieve target goals. This is
because practitioners are involved and can have an impact on how the creative activity is carried
out. They can also adapt the creative activity to ensure that the child is practicing certain skills. The
interventionist approach also increases confidence as it ensures that children have help with what
they are struggling with, and this gives them confidence as they can understand what is required of
them to do. This approach also allows children to have confidence in their own abilities.
Non-interventionist approach
A non-interventionist approach is where a practitoner is less involved in the play. They will still offer
guidance and support to children who need it but it will be minimal and will allow children to find
solutions to their own problems. Using this approach children are less likely to develop learned
helplessness, as practitioners are less involved, so will not take over from what the child is doing.
This approach gives children freedom to do what they want to with the resources and toys that they
have available to them. As the non-interventionist approach is less hands on from the practitoner,
then children are able to have expression in their creative play, as they creative activity that they are
doing can be anything that they want it to be, as their is nobody to prompt their play into taking a
different way. Also, as the non-interventionist approach is less hands on from the practioner it
allows children to develop independence, as they are able to decide for themselves what way they
would like to take their play. Since, there is less involvement from the practitoner children have the
chance to learn self help skills and gives them chance to make choices for themselves. They are able
to develop initiative and support themselves to learn on their own, as practitioners will not always
be there to support them with every little thing, they might need support on. It also has a way of
making children feel grown up as they have more control, choice and freedom over their play.
