Unit 82 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 helping children develop imaginative thinking through an exploration of materials, objects and problem-solving skills, such as construction and ICT and crafts.
A current application of this concept today can be found, many of the national curriculum material include interactive activities and even educational software for the child to engage in self-controlled learning. Behaviourist Theorists such as John Watson and B.F. Skinner contributed greatly to the behaviourist perspective of development. Behaviourists believe the child’s environment shapes learning and behaviour; in fact, human behaviour, development and learning are thought of as reactions to the environment. This perspective leads many families, schools, and educators to assume that young children develop and acquire new knowledge by reacting to their surroundings. Many environmentalist-influenced educators and parents believe that young children learn best by role activities, such as reciting the alphabet over and over, copying letters, and tracing numbers.
The strands are: • To learn about themselves - Self Concept Development • To learn about their feelings - Emotional Development • To learn about other people - Social Development • To learn to communicate - Language Development • To learn to move and do - Physical Development • To learn to think - Cognitive Development The quality of early experiences is shaped by the individuals with whom infants and toddlers spend their time and by the environments where they spend their time. As early childhood professionals, we know what children need in order to be successful in both school and in life. This document designed for program trainers, directors and parent educators to use as they work with caregivers and parents to insure quality care for infants and toddlers. Infants and toddlers are cared for in a variety of settings. These settings include the child’s own home, child care centers and family child care.
Reggio Emilia Resources 1. Crayons: Crayons lend themselves to experimentation as children become more adept in using them: colors can be mixed, peeled crayons can be used sideways, and pressure in drawing can produce different colors effects. 2. Pencil and Chalk: Pencil and chalk provide good graphic art alternatives for older preschoolers. The thicker primary pencils with soft lead are best.
Intellectually they are learning about problem solving, numeracy and developing their reading and writing skills. Children’s ability to communicate with peers and adults develops through creative play as well as their overall speech and listening skills. Physically, creativity can help develop fine motor skills by children using materials such as crayons, paints and sticking. Participating in movement activities such as dance or drama (role play) also enhances the overall physical development of a child. For example, during a cooking activity children are learning many skills through this creative process, they may feel happy and excited about cresting their own food.
Developmentally Appropriate: This activity is developmentally appropriate because reading with children enhance their language and literacy skills. RC II-3 Creative Arts Title: Making Music instrument Age: 3-5years old Materials: Paper towel rolls, construction paper, glue, paint, paint brush, rice, pipe cleaners, ribbons, cans, wooden sticks, all kinds of recycle materials. Description: The children will learn to make musical instruments with recycle products. They will learn about each other cultures and countries. Intended Goal: To encourage the children’s imaginative play and creativity.
Creative learning is more about using their mind for imagination and problem solving. 1.2 – Explain current theoretical approaches to creativity and creative learning in early childhood. There are different theoretical approaches to creativity and creative learning. These are; Nature/Nurture; There are arguments on whether a child is naturally born with creative skills or whether it is something they are taught from an early
Therefore, the purpose of assessment in support of planned curriculum is to help build on children’s strengths and weaknesses and aid in continued growth and learning. Furthermore, assessments illustrate that children have actually gained knowledge and skill from planned learning experiences. Even more, they exhibit the children’s ideas and attitudes towards their experiences. The teacher sent home picture cards for the children to continue working on rhyming at home and suggested several rhyming read aloud books for parents to read to their child at
Teachers who truly value the family’s role in a child’s education, and recognize how much they can accomplish by working with families, can build a true partnership (Dodge, Colker, and Heroman, 2002, pg. 211). The curriculum is based around the theories of: Abraham Maslow (basic needs and learning), Jean Piaget (logical thinking and reasoning), Lev Vygotsky (social interaction and learning), Howard Gardner (multiple intelligences), and Sara Smilansky (play and learning). These theorist help mold the foundation for the curriculum that is used in many classrooms today. The Creative Curriculum enhances social/emotional, physical, cognitive, and language development.
A) Compare and contrast any two of the methodologies that you have pursued in this phase and write a comparative essay. There are numerous approaches to early childhood education. Two perspectives, developed by Friedrich Froebel and Maria Montessori, have similarities as well as many differences. Both approaches are based on the idea that early childhood learning is holistic and intertwined with the developmental progression of the child. They are both constructivist, holding that children learn through constructing meaning with their world.