AS EDUCATORS specialising in creative and analytical learning, we are perturbed by NTUC's rationale for its decision to change the name of its childcare centres to My First Skool. Last Thursday's report, 'New look & logo', explained that the group decided to use a mis-spelling of 'school' in the name to reflect its philosophy, which includes encouraging children to be creative and not penalising them when they make mistakes such as spelling errors.

The rationale shows a lack of understanding of the link between correcting errors and stifling creativity. Correction of spelling mistakes need not have a negative effect. In fact, there are important reasons to make students aware of their errors.

There are also many ways to correct mistakes without students regarding correction as a penalty.

Young students who form a habit of bad spelling take a long time to unlearn their unchecked errors. They face problems in school where accuracy in spelling is seen (understandably) as important. Preschool education, apart from encouraging students' creativity, should also prepare them for primary school.

Imagine a group of young children whose spelling errors are not corrected for fear of stifling their creativity. When they enter primary school they will be surprised and even upset at the expectations of accurate spelling. Why create the painful need to relearn?

Educational pedagogy recognises the need for creativity but also emphasises the critical role of accuracy. In the very young, imaginative spelling like 'skool' only confuses rather than encourages creativity. The very young need to understand that when it comes to rules (spelling rules, grammar rules), accuracy and precision are important.

Of course, adults who have mastered the rules of language can effectively play with rules to achieve clever, creative effects.

When it comes to encouraging accuracy without stifling creativity, teachers can employ a variety of methods. One example is where teachers encourage students to first write without worrying about spelling so story flow or creativity is not hindered.

Once the ideas and logic in their pieces of writing have been applauded, teachers bring attention to spelling inaccuracies in the works and help the students correct them. Students do not resent correction if they know the value of their work has already been recognised.

Students depend on teachers to lead the way, to guide them to good learning habits, to promote healthy learning styles. As teachers, we should not mistakenly think we are encouraging creativity by not correcting errors.

Lindy Ong (Ms)
Director
Creative Horizons Language Centre

This article was first published in The Straits Times on January 19, 2009.