Outcome 1.2 Explain current theoretical approaches to creativity and creative learning in early childhood. Creativity is more about the process rather than the end product. This process is useful for many reasons like develop confidence, good relationships, find out what talents do they have and teaches us about what can we give it to others. Being involved in creative activities is fun and absorbing for children. It helps children to have positive experiences and develop important abilities like Collaboration- being happy to work together Concentration- focusing on what they are doing Communication and language- developing good communication through talking, listening and writing Developing good relationships- working together and making new friends Imagination- bringing ideas to life Physical activity- participating in activities that encourage movement Problem solving- being able to explore different solutions Outcome 1.3 Critically analyse how creativity and creative learning can support young children’s emotional, social, intellectual, communication and physical development.
As a mother and teacher I have always been fascinated with how children learn. When my own two children were small (birth to 5 years) I realised that the way they learnt was through playing. Educational and stimulation toys and objects were used to stimulate their learning. I remember the sheer delight on their faces when they were playing and the enjoyment and fun while they were playing. Lots of people have different definitions of play, and it’s value, for example, Froebel (as cited in Curtis & O’Hagan, 2003, p. 113) believe play develops from within the child, but the presence of the adult and provision of appropriate material nurture it.
They learn to explore and take risks in their life. Play is important for a child as it is also their right to play and enjoy their childhood. It gives them opportunity to explore the environment around them, for example- a six month old baby is given a rattle to play with- he/she will move it, try to twist and turn it, put it in their mouth (of course it is baby friendly), to see if the toy makes noise or what does it taste like what else can it do apart from making noise they will try to find about it while enjoying themselves. This is a learning process for them as they will not be afraid to explore and investigate things. Play is a necessity for a child because it helps in making them stronger physically, psychologically and socially.
Children’s play is a skill in which the therapists have mastered due to their use of play on a daily basis. Furthermore, the play environment is one in which they feel safe and comfortable. As adults use verbal communication as their direct way of self-expression, children use play as their form self-expression. I had once read somewhere that “toys are a child’s words and play is their language.” I believe that is an excellent description of a child’s world. Play therapists believe that the best way to diagnosis and treat children’s emotional and behavioral issues is to engage children in imaginary play, as children play out their daily life experiences through their most utilized and comfortable form of self-expression, which is play.
Pestalozzi argues that play can benefit children very much. Children who play receive advantages of developing: universal learning skills, creativity and imagination, relationships, self-esteem, a natural love of learning, a basic trust in the world. References: Cameron. C, Moss. P (2011) Social Pedagogy and Working with Children and Young People.
Essay on The Importance of Play in Children's Learning Each child loves to play and through play, young children worldwide develop physical, social, mental, and emotional skills. It is through play that children become to understand their world better, explore their environment, investigate, experiment, imagine, learn to talk, and many more attributes which contributes to a child's developing world as a whole. In a country with diverse culture, ethnic, and social groups such as New Zealand, children often communicate through play and interaction with peers, caregivers, family, and whānau. To incorporate play in any early years programme, will enhance the development of young learners to such an extent that they will grow into able and inquisitive learners. To define play, is not an easy task.
Secondly, children increase social and cognitive development from positive influences that are communicated by teachers. Emphasis around Vygotsky’s theory will explain the basis of social interaction facilitating learning with the benefit of good communication (Eggen & Kauchak, 2010). Thirdly, teachers must develop high level of written and verbal communication skills. This will develop good relationships between the teacher, student and family leading to proper educational practices that will improve student’s overall outcomes will enhance their literacy skill. Finally, educators with effective communication skills prove an ability to adapt teaching methods to suit the needs of students they are supporting (Kearns, 2012), and with appropriate delivery of good communication, student learning increases.
The more children know about their world, the easier it is for them to read and learn when they get to school. You have an important role to play in helping children learn new information, ideas, and vocabulary and how to use this knowledge to become full participants in their own learning. You can help children to connect new information and ideas to what they already know and understand. As a teacher, you and the children's parents and caregivers are partners in helping to get the children ready for future school success. Good communication with parents and caregivers can build support for and strengthen the important work that you are doing in the classroom.
It includes pretending with objects, actions and situations. As children grow, their imaginations and their play become increasingly complex. Children use their developing language to move from thinking in the concrete to thinking in the abstract. They make up stories and scenarios (Crowther, 2011; Slade & Wolf, 1994). Johann Pestalozzi (1746-1827) said that it is important that children have that “natural education” where children learn about the world through exploration, self-directed curiosity and play (Degotardi, 2012).
The “child’s play” that goes on in the toddler class is an opportunity for children to create, discover, and experiment. When play is supported and allowed to emerge, the toddler begins to learn about a variety of concepts that lead inevitably to intellectual curiosity and development. The Toddler class engages students in activities that promote development of the following skill areas: Creative: The art area is a wonderful opportunity for children to express their imagination and individuality, and it also develops fine motor skills and reading fundamentals in the process. Children learn to identify shapes of letters in personal drawings, differentiate foreground and background (i.e. learn about color by mixing paint, talking with the teacher