This large competence area is subdivided on the basis of different media:

• audio which includes listening and speaking,
• visual which includes images, sculptures, and film) and
• writing which includes diverse products of written language.

Even though in real life and educational settings, the divisions are not always as clear as that.

Activities encompass many things from learning to read and write to advanced journalistic work, from tin can phone to digital audio (post-) production, from flip books and analogue solar photography to recording documentary videos and creating mixed-media digital portfolios.

The more a child goes out into the world, at first crawling, then running, the more they actively engage with their environment, thus actively shape it. We are often surprised at the ingenuity with which a small child in many situations is able to create almost anything with the most simple things. A single piece of paper and the
hat of an acorn can become a boat with a passenger. In producing and creating, the child also develops other important skills, such as dealing with frustration and tolerance because their creations may not work out right away. Ideally, the “product” of creation is something for which the young creator can literally “grasp” all steps in the process of production. This creates the ideal basis for understanding the workings of later productions with digital media, such as recording audio, making stop-motion-movies, writing code, etc.