Level 5 CCLM Unit 082 Promote creativity and creative learning in young children Group B 1.1 Analyse the differences between creative learning and creativity. Creative learning is about how children are involved in their own learning, and demonstrates their ability to problem solved and uses their imagination. It enables children to make choices and decisions and to use their problem solving skills. This can be achieved through providing a creative environment allowing exploration through play and praising creative efforts. Creativity is about risk taking and making connections, allowing children to explore and express themselves through a variety of media or materials.
Children learn by observing and imitating and so watching and being supported by adults who encourage and work creatively by being flexible in approach, solving problems and painting and drawing with them can help develop their creativity. Children’s environments and the practitioners who work with them should be receptive to new ideas and innovations and encourage them to explore and be creative. Creativity as a process – Some theories look at creativity as a process. They look at how new ideas develop. An early theory put forward by Graham Wallas was a five-stage model that focused on the unconscious mind: • Preparation – initial thoughts about a problem • Incubation – time spent thinking unconsciously about the problem • Intimation – being aware that an answer is within
His theory underlined the contribution to learning made by others. He also believed key ideas in a classroom then became conversation, play and opportunities to follow interests and ideas. In (appendices 4) Tina Bruce’s theory is ‘free flow’ play she believed children learnt better from developing rules and props and freely chosen activities. Her approach to early education was developed around schemas. She believed “a pattern of repeated actions.
CYPOP7 1.1 Creative learning is where children use the range of materials and play opportunities around them, provided by adults. A child’s curiosity will lead them to explore the resources. From this the child will learn through play, using imagination, new and unusual ideas (originality), a variety of different ideas (productivity), problem solving and experimenting. Creativity it helps children to express feeling and ideas about people objects and events. This could be in the form of painting, drawing, collage, music, dance, woodwork, model making, sand and water with small world scenarios and miniature garden scenarios.
The objects are not of regular shape, but are soft in texture and allow for an abundant amount of jumping and wrestling on. They allow children to explore their own abilities at their own rate with no fear of them getting hurt. 8. First Steps Toward Teaching the Reggio Way: This edited book is a collection of experiences by educators as they apply principles of the Reggio philosophy in their own environments. Through practical, real-life examples and advice, it shares experiences of ordinary teachers working to apply the Reggio Approach in their own classrooms, and demonstrates its wide applicability by discussing its implementation in a variety of teaching settings - including preschool, elementary school, with inner city children, in children's museums and
Often, the display should be the representation of the children’s own work. However, posters, published materials or good quality photographs can be used when the children’s own work is not available. The display should always have a clear title, a year group label and should have a short explanation of the task / learning objective. In order to enhance and enrich the displays, all the labels could be printed by school staff or children using their computer skills. It is also important that the class teacher uses a range of questions to draw attention to the display and encourage interaction.
Lauren Fowler Pin: 30199220 OP2.17 1.1. Describe why creative development is important to children’s learning. Creative development is important to children’s development and learning because it helps your child to use their mind and imagination to express their own ideas. Even playing with their friends is also helping your child to understand that all family’s and cultures can be different. It also helps your child to make connections in their thinking and the way in which problem are solved.
Level 5 Diploma in Leadership for the Children and Young Peoples Workforce-Early Years (Management/Advanced Practice) Unit 136 136.2,7 Through adult-led activities we can introduce children to new ideas, provide opportunities for them to develop their skills and ensure that they experience all six areas of learning in the EYFS. During adult-led activities we are in control of the teaching we are providing. However, what we cannot have any control over is what young children are learning from these activities. This is why it is important to balance adult-led activities with time and opportunity for children to explore their own ideas, play with resources and use their imagination and creativity. Through doing this and practising the skills that they have learned the children will be able to take ownership of their learning and be able to apply it in different situations.
Be prepared to defend your argument to your fellow classmates. with Reggio Emilia creative thinking the children choose their topics and get engaged for a period of time. For art they use drawing and drama to demonstrate their learning. With High/scope critical is include because the teachers provide thee materials and the children plan what they are going to do. in this program art is part of the curriculum.
This can support the children's thinking and extend their learning. Practtitoners withing the setting role play how to be creative with divergent thinking. Model being creative, for example. Childen within the setting understand they have freedom to access all resources, but have also developed an understanding that it is important to put equipment back back where it belongs. (Montessori) within practice it is vital to practitoners to gain an understanding of how they support the childrens creativity and crititcal thinking, so often record how practitoners interact with children and then reflect upon it for future development and