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.
They are more then little babies who need to be feed with information to learn. They are eager to observe and interact with their environment. They like to make there own discoveries about their world by constructing their own theories, testing and adjusting to new information or results in their own way. They basically like to test their environment to see what happens as an effect of doing something. For example dropping toys to the floor, or playing with water, smashing food on the floor, squeezing a cat, etc.
They will be saying a couple of clear words – ma, papa, dada and my personal favourite ‘no’. Between the ages of 2 and 3 the child will enjoy colouring, learning names of objects, forming sentences, developing a personality, throwing tantrums, play with water sing nursery rhymes, run, put together jigsaw puzzles, put their shoes on and even dress themselves. 3 to 7 year olds will start to understand the difference between right and wrong, between 3 and 4 they develop motor skills. They can play games; start making friends in nursery and follow instructions. They attempt to write, recognise the alphabet and numbers and build on their social skills.
Competency Goal II To advance physical and intellectual competence. Functional Area: Communication Objective: To guide childrens communication through behavior and speech Activities: In the communication functional area, we present ourselves so the children can model our behavior and speech. Children learn well by what they see and so we guide their communications with others and introduce new vocabulary. We improve these skills by having them talk and describe what they are doing
How play encourages a child’s development Play encourages a child’s development because it enables children to develop their language skills, social skills, physical-coordination, emotional maturity and exploration skills From birth-three, play encourages self-reliance and helps with problem solving learning about the physical world and how it works around them. From age’s three-eight children learn by using imaginary skills such as playing with materials and practising language. Play is vital for children’s development because it helps to build... Language skills helping them to interact with not only themselves but other children/adults. From birth to three children will more use gestures and toy with words to communicate and as they
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.
B1- Links up with D4- Why the examples of communication with children and with parents were effective Example one- Nursery rhyme pack with plan 1. My nursery rhyme pack which was a rhyme (Hey diddle diddle), a jigsaw that matched the song and also a finger puppet that the children could use whilst singing the song was a very good and fun idea for the children. It helped develop the children’s social, communication, and intellectual skills. A way in which it helped to develop their social skills was by them singing along with each other and interacting with each other. After I had completed my activity with them they were asking me many different questions for example, ‘how did you make the jigsaw’ and ‘can I have ago at using the finger puppets’, so by that they were also developing their communication skills.
“Intell-A-Box” Toy Paper Toy Description The “Intell-A-Box” is a toy made by “Me First” Inc, which encourages sensory, visual and motor development in infants. Additionally, the “Intell-A-Box” will promote learning skills for a young infant during their stages of growing up. Infants can use this box-shaped toy while they are sitting, laying down, standing or crawling. “Intell-A-Box” features: touch and feel objects including encouraging fabrics and textures with various sounds, a coil type handle with shapes that can be moved throughout the coil ring, and a mirror to promote individual visual stimulation (Appendix A). The “Intell-A-Box” is designed for infants aged 18 months to 24 months.
She grew steadily in height, and was about average for her age. Her sensorimotor development progressed well. For example, Kayla smiled and giggled in response to adult smiles. She learned how to manipulate objects in her environment, including stuffed toys. The sounds of rattles and other objects delighted little Kayla, and her parents bought her some percussive toys to play with too.
This is extremely beneficial for the children as they were learning through play whilst enhancing their knowledge both in school and at home which improves results and higher achievement. The interactive whiteboard gives lessons a different outlook to the traditional method of chalk and talk as it helps aid visual learners whilst giving opportunity for class discussions and positive behaviour. Using the Interactive whiteboard gives a lot more opportunities for teachers to present their lesson plans, making it more motivating and interesting for the children and helps keep them more focused and interested in what their being taught. It is clear that ICT in schools when used appropriately is a positive resource for both teachers and children and will continue to benefit children’s personalised learning throughout the curriculum. Bibliography Duffy, J.