Creative learning provides opportunities for exploring, discovery, sensory development and experimentation. Creative learning is also about helping children develop problem solving skills and imaginative thinking, eg, a child is given red paint, and blue paint to make a picture, the child decides to mix the colours together on the paper and finds out it makes purple. 1:2 There are many theoretical approaches to creativity and creative learning. Nature versus nurture, which could mean that people are born with a creative spark, or they learn it from life or other people. Some people believe that children will learn from watching other people, this is called role modelling.
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.
CYPOP 7 Promote creativity and creative learning in young children. Task 1 links to learning outcomes 1 assessment criteria 1.1, 1.2, 1.3, 1.1 Analyse the differences between creative learning and creativity Creative learning and creativity is normally thought to be about creating things such as art activities but it can also be about being creative in other areas such as science. Creative learning is how the children are actively involved within their own learning and having the ability to make choices and decisions on their own. Creativity is about taking risks and making connections, by allowing the children to explore and express themselves through different types of media and materials including things such as dance, music, making things, drawing, painting and make believe and to make new things happen by using their imagination as well as reality.Creative learning: involves the children to use their investigating, discovering, inventing and cooperating skills, at least one of these four will be seen during creative thinking but most ideally it will be all four. Creativity: all children can be creative if they are given the opportunity and so can all of us adults but its more than just painting a picture on canvas or paper, being creative is about thinking and behaving imaginatively.
CYPOP7 PROMOTE CREATIVITY AND CREATIVE LEARNING IN YOUNG CHILDREN 1 UNDERSTAND THE CONCEPTS OF CREATIVITY AND CREATIVE LEARNING AND HOW THESE AFFECT ALL ASPECTS OF YOUNG CHILDREN’S LEARNING AND DEVELOPMENT 1.1 ANALYSE THE DIFFERENCES BETWEEN CREATIVE LEARNING AND CREATIVITY Creative learning is about how children are actively involved in their own learning and ability to make choices and decisions. This can be achieved through providing a creative environment allowing exploration through play and praising creative efforts. We can say that ‘creative learning’ refers to the process of developing the skills of imaginative thinking and problem solving. These skills are used across all of the curriculum areas. Creativity is 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.
The potential of pedagogical documentation, By Jacinthe Nguyen Can learning be visible? Children’s and teacher’s learning’s processes visible through pedagogical documentation. Life is full of learning moments for children as well as for adults. But how can we illustrate this learning in a manner visible to others? In the Reggio Emilia approach, children are seen as active and competent learners; and the use of pedagogical documentation reflects this view through exhibiting, analysing and reflecting on children’s learning (Patterson, 2005).
CT230 4.3 Explain how play and activities are used to support the development of speech, language and communication. Children learn well by being in an environment where there is regular communication and interaction with adults and other children. Through regular interaction with adults and other children particularly for activities that children are interested in or find enjoyable, give children an excellent platform to support the development of their speech, language and communication skills. When children are having fun or wish to convey their views, opinions or wishes, they are compelled to try and communicate this to you. This is why play and activities are excellent tools for supporting the development of speech and language.
Unit 082 Promote Creativity and Creative Learning in Young Children Outcome 1 1.1 Creative learning is about how children are actively involved in their own learning and ability to make choices and decisions. 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 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 emerge through a child being included in their own actions and ideas. 1.2 Most theories of child development view young children as being very creative with an very wide imagination and also to experiment and explore their physical and conceptual environment.
How do children learn through play? How does teacher intervention support or limit the learning through play? Give examples of practice to support your answer. Learning through play is a term that is used frequently in both education and developmental psychology. It is a way to describe how children use play to make sense of the world around them and can be an important tool for the development of language to communicate, the mind to imagine, to plan strategies and to solve problems.
Child development theories support planning for learning and play in child care settings. Tina Bruce’s child development theories “favour a holistic approach to teaching young children which focuses on creativity, play and first-hand experiences.” (Pound. L, 2009, pg.13) She believes that free-flow play is important for children as it promotes their independence and allows them to make choices and also make mistakes. This allows them to learn from these mistakes and enhance their learning. Bruce states that “The importance of opportunities to act as independent learner, making choices and mistakes with an emphasis on self-motivation.” (Pound.
The Reggio Emilia approach promotes the idea that children’s creativity can develop unabated by restrictions and boundaries. By giving children time and space to explore materials, freedom to test things out and varied opportunities to learn and develop new skills, children will inevitably employ their natural creativity and curiosity to make meaningful connections between their experiences and the wider world. Children provided with the right resources, such as toys that have more than one use, natural fibers and items such as glass and fabrics, have been given the tools to explore their creativity. They can then reflect upon how their projects connect to their learning and life experiences. Reggio Emilia philosophies have, at their core, a community value.