It is a process of development and describes the inventiveness of ordinary people rather than extraordinary contributors. Children are being creative when they use materials in new ways or merge new materials; they are creative when they make discoveries that are new to them. When children are being creative they go further than the information given to create something new and original for them. For young children, the process of creativity – which includes curiosity, exploration, play and creativity – is as important as any product they may create. Gopnik, Meltzoff and Kuhl (2001) describe how children are born with a strong desire to explore the world around them and from this innate curiosity creativity develops.
Unit 48 Promote creativity and creative learning in young children Outcome1.1 Analyse the differences between creative learning and creativity. Creative learning is about imaginative thinking and problem solving, and to see how children are involved in their own learning and ability to make choices and decisions. This can be achieved through providing a creative environment through play and pairs them for their creative efforts. Creativity is about play and exploration, by allowing children to explore and express themselves through different ways like music, dancing, drawing, painting, and making things. Outcome 1.2 Explain current theoretical approaches to creativity and creative learning in early childhood.
It’s about bringing imagination to life. Creativity consists of traditional creative arts and the development of imagination and imaginative play, such as role play and small world play. It’s about risk taking and making connections, allowing children to explore and express themselves through a variety of media or materials including, dance, music, making things, drawing, painting and make believe and to make new things emerge as a result. Being creative is strongly linked to play and can occur through a child being absorbed in their own actions and ideas. Children can explore their emotions and it is only partly about producing an end product and is more about children enjoying the process and learning from it.
This definition places the child at the centre of the activity and highlights the usefulness of play. It also raises questions about an adult’s role if a child is to be in control. Play is essentially a learning experience. It has an important role in social, language, cognitive, emotional and physical development of children. Play can be divided into many categories in the context of an educational setting two main groups seem to be evident, free play and structured play.
Art promotes creativity, builds self-confidence, and teaches task analysis and participation in groups as well as individuals. One of the developmental tasks for young children is to help them grow from egocentric individuals into youngsters who can work and play cooperatively. (Art activities/projects allow the opportunity to work with others.) when children see "ART" as "PLAY" they move in the same parallel direction. EG: the use of clay shows the stages of play.
Teuila Seumanutafa TASK ONE: Explain the value of play and exploration. The purpose of this task is to explain the value of children’s play and exploration. In doing this it helps us define what we think the value of children’s play is, and what others think the value of play is. “Just by watching young children it is easy to see that play is often stimulation and rewarding, and that they get a great deal of emotional satisfaction from playing” (Sheidan, 1999). As a mother and teacher I have always been fascinated with how children learn.
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.
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).
Mental representation enables children to rely on memory, perception and repetition in order to solve problems. Through mental representation children associate symbols and objects with other forms of information that is related. Toddlers are interested in playing “make believe”, often imitating others or imagining they are somewhere else using associations with objects or symbols. Piaget’s believes that children develop in a stage like process, others believe developmental flows. There are some infants that are capable in surpassing stages well before Piaget’s
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.