Creativity in the ClassroomWhy is it so important to foster creativity in young children? Because none of us can predict what the next big industry will be or where new jobs will come from. Thirty years ago, few could have imagined that the internet would lead to an economic revolution—or that breakthroughs like Google and Facebook would reshape daily life. What we can do is spark creativity and imagination in the next generation. Innovation doesn’t just change our lives; it’s also how we make our living—a sentiment reflected in the Council’s textbook for CDA® students, Essentials for Working with Young Children.
This is a perfect time to revisit the book’s advice on creativity as we mark National Arts and Humanities Month. Essentials points out that the visual arts, music, movement and dramatic play are as important to children’s development and growth as the teaching of academic skills. Early childhood teachers can fan children’s creative spark by setting an uninterrupted time to become involved in creative activities, providing a space where it’s safe to break the rules and encouraging children to explore the unknown.
I brought these tips from Essentials to my first job as an educator at Head Start in Birmingham, Alabama, during the early nineties, about the same time that National Arts and Humanities Month became an official celebration in 1993. Besides my CDA training, I drew on my own interest in the arts to help the children become creative. I acted in plays during college, and I’ve always been a singer, so I enjoyed looking for new ways for the children to also express themselves through the arts.
For example, I kept a tape recorder and cassette tapes in my classroom and used them when the children shared experiences in the dramatic play area of the room. I collected the recordings, and after a few weeks, I would replay the tapes so the children could hear their own voices, an opportunity many of them had never had before. Then I would ask the children if there was something they had left out of a story before, and thinking about what they might add helped the children tell better stories in the future and become communicators, too.
I also had the idea for the children and I to make up and record stories together. For example, I might start a story by saying that there was a young lady who lived in a tree and a child would get to finish the next line in the story. We would proceed like that with every child adding to the story. Then, I would replay the whole story later, and this activity encouraged the children to be quick thinkers who could use their imagination.
Educators can also read storybooks to inspire children to express themselves in other ways. For example, children might incorporate characters from a story in their dramatic play or make drawings that express how they remember and interpret what an educator has read. This makes storytelling a tool to enhance knowledge, boost memory recall, support literacy and expand creative potential in children as they explore different facets of a story on their own.
Yet another way to build creativity, as Essentials relates, is for educators to conduct reenactments of stories in which the children become performers. Start by having the children choose the stories. Help them secure costumes and props, give them time to practice their roles and even make pretend tickets. Then, have the children invite their families to a special show, where they can display their thespian skills.
Children can also draw inspiration by watching others perform, like the children I served at Head Start. We had a wonderful partnership with a place called the Birmingham Children’s Theatre, where the children could explore dance, music and the visual arts. The theatre also had faculty who gave the children dance and music lessons and guided them in putting on recitals—enriching opportunities that many of Head Start’s families are often unable to provide.
Still, income is not the only factor that affects families’ success in bringing out their children’s creative side. Parenting style matters, according to Adam Grant, a professor of management and psychology at the University of Pennsylvania and author of How Non-Conformists Move the World. In an opinion piece from the New York Times, Grant explored what it takes to raise a creative child by comparing the families of children who were rated among the most creative 5 percent in their school system with those who weren’t unusually creative. It turned out that the parents of ordinary children had an average of six rules, including precise schedules for bedtime and homework. Meanwhile, parents of highly creative children tended to have fewer than one rule. By limiting rules, the parents encouraged the children to think for themselves.
Parents should “follow the child,” as Maria Montessori advised, to bring out their creative side. But not all parents understand how, and educators can take steps to compensate for the gap. I tried to do that at Head Start by asking all the parents to volunteer in the classroom 12 hours a year. Most parents made the small commitment, and once they were in the classroom, I gave them the choice to sit in the art area or read stories. Some of the parents were great at working with the children while others had never understood the importance of telling their children stories or doing crafts together, as they admitted to me. Once they explored my classroom, they realized that bringing out a child’s creative side is hard work—but it is also fun.
Getting parents engaged is among the steps early educators should take to fan children’s creative spark. Educators should also present children with problem-solving situations that encourage the children to think of their own solutions, come up with fresh ideas for helping children enjoy the arts and, most important of all, give children the freedom to explore what matters to them. “You can’t program a child to become creative,” Adam Grant explained as he explored the traits that lead people to move the world. “If you want children to bring original ideas into the world, you need to let them pursue their passions, not yours.”
When educators and families follow the child, great things can follow, as former President Barack Obama pointed out during National Arts and Humanities Month 2016. “Throughout history, the arts and humanities have been at the forefront of progress. Our achievements as a society and a culture go hand-in-hand,” he said. “In seeking to break down barriers and challenge our assumptions, we must continue promoting and prioritizing the arts and humanities, especially for our young people.” Children who have the chance to express themselves through the arts are more likely to make breakthroughs that build the future.
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Vice President of Product
Mackenzie Pelland serves as Vice President of Product at the Council. In this role, she oversees the Council’s product strategy and portfolio, including credentialing programs, educational publications, professional development resources, and branded merchandise, ensuring offerings are sustainable and responsive to the evolving needs of early childhood educators and the broader early care and education field. Her work focuses on building scalable, user-centered products that strengthen quality and integrity across the Council’s credentialing, educational, and professional learning offerings.
Prior to this role, Mackenzie served as Director of ECE Observation Systems at the Council, where she oversaw the observation portion of the CDA® credentialing assessment process and led the ECE Observation Team. She also worked to support, refine, and strengthen the Professional Development Specialist community to better meet the needs of a diverse CDA® candidate population.
Before joining the Council, Mackenzie was Senior Director of Monitoring and Compliance Systems at Acelero Learning, where she led the development and execution of monitoring systems related to federal grant compliance, child care licensing, health and safety, incident management, and facilities compliance across Head Start programs nationwide. She also previously served as Program Accountability and Policy Implementation Manager at New York City’s Department of Education within the Division of Early Childhood Education.
Mackenzie is recognized as a credentialing specialist by the Institute for Credentialing Excellence. She holds a master’s degree in education policy from Teachers College, Columbia University, a Certificate in Education and Program Evaluation from Georgetown University, and a bachelor’s degree in politics and education from Occidental College.
Vice President of Strategic Alliances
Elisa Shepherd is the Vice President of Strategic Alliances at the Council, where she leads initiatives to advance the Council’s mission and strategic plan through designing, managing, and executing a comprehensive stakeholder relationship strategy.
With over 25 years of experience in early childhood education (ECE), Elisa has dedicated her career to developing impactful programs, professional development opportunities, and public policies that support working families, young children, and ECE staff. Before joining the Council, Elisa held numerous roles within the childcare industry. Most recently, she served as Associate Vice President at The Learning Experience and as Senior Manager at KinderCare Education, where she influenced government affairs and public policies across 40 states.
Elisa’s commitment to leadership is reflected in her external roles on the Early Care and Education Consortium Board of Directors, the Florida Chamber Foundation Board of Trustees, and as the DEI Caucus Leader for KinderCare Education. She has been recognized as an Emerging Leader in Early Childhood by Childcare Exchange’s Leadership Initiative.
Elisa earned a Bachelor of Science in Psychology with a focus on child development from Pennsylvania State University in State College, PA.
Chief Administrative Officer (CAO)
Janie Payne is the Chief Administrative Officer (CAO) for the Council for Professional Recognition. Janie is responsible for envisioning, developing, and executing initiatives that strategically manage talent and culture to align people strategies with the overarching business vision of the Council. Janie is responsible for driving organizational excellence through strategic talent practices, orchestrating workforce planning, talent acquisition, performance management as well as a myriad of other Human Resources Programs. She is accountable for driving effectiveness by shaping organizational structure for optimal efficiency. Janie oversees strategies that foster a healthy culture to include embedding diversity, equity, and inclusion into all aspects of the organization.
In Janie’s prior role, she was the Vice President of Administration at Equal Justice Works, where she was responsible for leading human resources, financial operations, facilities management, and information technology. She was also accountable for developing and implementing Equal Justice Works Diversity, Equity, and Inclusion strategy focused on attracting diverse, mission-oriented talent and creating an inclusive and equitable workplace environment. With more than fifteen years of private, federal, and not-for-profit experience, Janie is known for her intuitive skill in administration management, human resources management, designing and leading complex system change, diversity and inclusion, and social justice reform efforts.
Before joining Equal Justice Works, Janie was the Vice President of Human Resources and Chief Diversity Officer for Global Communities, where she was responsible for the design, implementation, and management of integrated HR and diversity strategies. Her work impacted employees in over twenty-two countries. She was responsible for the effective management of different cultural, legal, regulatory, and economic systems for both domestic and international employees. Prior to Global Communities, Janie enjoyed a ten-year career with the federal government. As a member of the Senior Executive Service, she held key strategic human resources positions with multiple cabinet-level agencies and served as an advisor and senior coach to leaders across the federal sector. In these roles, she received recognition from management, industry publications, peers, and staff for driving the creation and execution of programs that created an engaged and productive workforce.
Janie began her career with Verizon Communications (formerly Bell Atlantic), where she held numerous roles of increasing responsibility, where she directed a diversity program that resulted in significant improvement in diversity profile measures. Janie was also a faculty member for the company’s Black Managers Workshop, a training program designed to provide managers of color with the skills needed to overcome barriers to their success that were encountered because of race. She initiated a company-wide effort to establish team-based systems and structures to impact corporate bottom line results which was recognized by the Department of Labor. Janie was one of the first African American women to be featured on the cover of Human Resources Executive magazine.
Janie received her M.A. in Organization Development from American University. She holds numerous professional development certificates in Human Capital Management and Change Management, including a Diversity and Inclusion in Human Resources certificate from Cornell University. She completed the year-long Maryland Equity and Inclusion Leadership Program sponsored by The Schaefer Center for Public Policy and The Maryland Commission on Civil Rights. She is a trained mediator and Certified Professional Coach. She is a graduate of Leadership America, former board chair of the NTL Institute and currently co-steward of the organization’s social justice community of practice, and a member of The Society for Human Resource Management. Additionally, Janie is the Board Chairperson for the Special Education Citizens Advisory Council for Prince Georges County where she is active in developing partnerships that facilitate discussion between parents, families, educators, community leaders, and the PG County school administration to enhance services for students with disabilities which is her passion. She and her husband Randolph reside in Fort Washington Maryland.
Chief Operations Officer (COO)
Andrew Davis serves as Chief Operating Officer at the Council. In this role, Andrew oversees the Programs Division, which includes the following operational functions: credentialing, growth and business development, marketing and communications, public policy and advocacy, research, innovation, and customer relations.
Andrew has over 20 years of experience in the early care and education field. Most recently, Andrew served as Senior Vice President of Partnership and Engagement with Acelero Learning and Shine Early Learning, where he led the expansion of state and community-based partnerships to produce more equitable systems of service delivery, improved programmatic quality, and greater outcomes for communities, children and families. Prior to that, he served as Director of Early Learning at Follett School Solutions.
Andrew earned his MBA from the University of Baltimore and Towson University and his bachelor’s degree from the University of Maryland – University College.
Chief Financial Officer (CFO)
Janice brings more than 20 years of experience in accounting and strategic financial management, with an extensive background spanning global associations, nonprofits, and technology organizations. She most recently served as CFO/COO for a global association advancing women in commercial real estate. Prior to that, she was the CFO at Achieving the Dream, a national nonprofit dedicated to supporting community college success, and Director of Finance at the Society for Human Resource Management (SHRM) and Controller for two technology companies.
A Maryland-licensed CPA, Janice is deeply engaged in the profession through her service on the AICPA Governing Council and leadership roles with the CFO Leadership Council. In 2025, she was recognized as an AICPA Global Woman to Watch. She holds a Master’s degree in International Affairs & Public Policy from UC San Diego and a B.A. in International Affairs & Economics from The George Washington University, bringing both financial expertise and a global policy perspective to her work.
Janice’s journey is uniquely shaped by global and mission-driven experiences. Before transitioning into accounting, she spent a decade managing refugee programs in the United States and abroad, including roles with the International Rescue Committee and the Maryland Office for Refugees & Asylees. She has also lived and worked internationally in both Japan and Uganda.
Outside of work, Janice is a dedicated endurance athlete who completed a full Ironman triathlon in 2024, bringing the same discipline and determination to her personal pursuits as she does to her professional impact.
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