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 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.
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.
The goals of art for preschoolers is to: * Express their thinking, knowledge and ideas. * Explore, try out and create with new and different kinds of media. * Experiment with colours, lines, forms, shapes, textures and designs. * Express Parents you have many opportunities to help children develop mentally, socially and emotionally. Art promotes creativity, builds self-confidence, and teaches task analysis and participation in groups as well as individuals.
Denisse M. Villalobos-Vega Professor Mark Schwartz English 101 5 December 2014 Toys Today and the Effect they have on Children As children grow up they learn new things along the way like how to crawl, walk, speak, communicate, express themselves in different ways, and resolve problems. Children learn these things through many ways, but playing is one of the important methods for developing. Playing covers a great part of a child’s development process. Also, it incites the child to learn because it is a fun and entertaining way of learning. In addition there are props such as toys that children can play with and manipulate.
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.
The constructivist approach is the theory that children construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences (Jonassen, n.d). This approach, also known as “active learning” or “play based learning” draws on how children learn across the different developmental domains (Arthur, Beecher, Death, Dockett, Farmer, 2008, p. 245). The constructivist approach promotes children to formulate their own ideas, draw conclusions and convey their knowledge in a collaborative learning environment (Arthur et al., 2008). Developing a play-based curriculum in the classroom enables children to draw on aspects from the wider community, engage actively with people, objects and representations and share the experiences they have with their family (Commonwealth of Australia 2009, p. 6). My personal philosophy is to provide rich experiences through the use of fun curriculum for all students.
Children are complex thinkers and they need to be prepared and encouraged to play and to think . Early childhood educators should help children to explore their world through play, imitation and exploration. Children should be supported to become thinkers too. Extending their thinking with variety, stimulation, materials and experiences. ( Nutbrown, 2006) Humans are unique in being able to communicate symbolically.
He focused on language and the development of internalising language; that we learn to think through and before speech, as a major influence on children’s cognitive development. He believed that personal and social experience cannot be separated and that a child’s development is not only constructed by personal development but also moulded by the child’s culture; education, family and community. He concentrated on the child’s potential learning ability and the need for experts that help a child to construct their learning and intelligence. A lot of practical applications from his theory are used in the educational system today. There are a lot of similarities in Piaget and Vygotsky’s theories.
The arts give children a new view of life, by developing those essential thinking tools the arts teach children how to think outside of the box. Children who learn a musical instrument, develop new motor skills and the ability to discern different tone patterns that “cause profound and