Leslie Rech


Like the Beard of a Pig

I’m barely noticed
In a big crowd
I’m barely visible
You could say
I wasn’t there
In a small photo
In a big crowd
But I feel big
I feel noticed.

Eoin Duggan
Ballinamuck NS (Co. Longford)
PublishedSeptember 28, 2012

‘Self portrait’ by Jesula (used with permission from Kids with Cameras) Jesula’s photo comes from a KWC project working with 12 children from the Foyer Maurice Sixto, a school for child domestic workers, located in Carrefour, south of Port-au-Prince. http://therightsexposureproject.files.wordpress.com/2009/08/jesula-self-portrait_web.jpg

Can children be creative? If the answer is based on the the Big C theory of creativity, then the answer is no. Few children have enough time to master a discipline to to produce a product that is both novel and useful. Mozart is one example of a child prodigy in this arena. There is fierce debate over contemporary examples, such as Marla Olmstead. Other theorists measure creativity in children via the "little-c" definition, in which, the product or activity is novel and useful but makes no real impact on a specific field (Russ & Fiorelli, 2010). Barnes (2010) argues that process is at the heart of creativity in children. McClure (2011) advocates for the revision of outdated and irrelevant evaluation methods. It is my belief that we should consider creativity within the context of the culture of the child. Just as we use different criteria to measure contributions to western and non-western art, the evaluation of creativity in children requires an autonomous lens.

Meaning and Context

Making and Telling

Fighting and Helping

Environment and Adaptation

Interpretation and Evaluation

Playing and Collaboration

Article 12 of the UN Convention on the Rights of the Child states:

You have the right to give your opinion, and for adults to listen and take it seriously.



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