ABSTRACT
UK initiatives such as Sure Start, Creative Partnerships and Find Your Talent, demonstrate how successive governments and policy makers across the UK political parties have recognised the importance of creativity in Early Childhood Education and Care (ECEC) (Tims, 2010). Early Years policy in England places an obligation on Early Childhood Practitioners (ECPs) to reflect on, and incorporate opportunities for creative expression and the development of creative thinking skills, within their planning. This positions ECPs as experts in creative pedagogy when working with children in the birth to five age-range. This chapter analyses data from a small-scale discussion group to explore how the ECP participants made sense of creativity and their own developing skills as creative pedagogues. Key themes from the data analysis are presented as a provocation for settings and ECPs to consider how their practice might support the development of creativity in young children, particularly considering their own positioning and identity.
