Looking at my own creative strengths, I can see that my capacity for creative thinking and content adjustment to the developmental levels of young children will greatly enhance my capacity to promote creativity, creative thinking, and innovation in the engineering curriculum. I am committed to experiential, hands-on learning, which enables children to explore and test materials, creating a culture of curiosity and critical thinking. It forces them to be creative and form novel solutions, with gaining the necessary engineering concepts along the way of solving problems critically.
Secondly, my embracing of open-endedness in engineering activities empowers children to make things without fear of making mistakes. I appreciate the process of trial and error, where children can develop on their ideas and learn in the process. I also appreciate teamwork, which is in agreement with Vygotsky's belief about how social interaction is a part of cognitive development.
In addition, with cross-curricular learning, like linking engineering to maths, literacy, or art, I am able to develop an equilibrium approach to working that invites creativity in several modes. Working with a range of materials, interactive technology, and active problem-solving tasks, I want to take children to picture beyond conventional limits and invent new types of solutions, which will serve them in their lifelong learning and curiosity