It encourages us to take risks, think flexibly, be innovative, play with ideas and respond imaginatively. Craft’s (2002) distinction between ‘big c’ and ‘little c’ creativity are helpful with the setting when working with the children. ‘Big c creativity’ involves discovery and a break with past understanding. ‘Little c creativity’ enables individuals to find routes and paths to voyage. It is a process of development and describes the inventiveness of ordinary people rather than extraordinary contributors.
Outcome 1.2 Explain current theoretical approaches to creativity and creative learning in early childhood. Creativity is more about the process rather than the end product. This process is useful for many reasons like develop confidence, good relationships, find out what talents do they have and teaches us about what can we give it to others. Being involved in creative activities is fun and absorbing for children. It helps children to have positive experiences and develop important abilities like Collaboration- being happy to work together Concentration- focusing on what they are doing Communication and language- developing good communication through talking, listening and writing Developing good relationships- working together and making new friends Imagination- bringing ideas to life Physical activity- participating in activities that encourage movement Problem solving- being able to explore different solutions Outcome 1.3 Critically analyse how creativity and creative learning can support young children’s emotional, social, intellectual, communication and physical development.
The head refers to stimulating curiosity. He suggested that the heart provides a sense of direction in terms of morality. The hands refer to physical experiences leading to an understanding of the child’s world. Children learn through play. Pestalozzi argues that play can benefit children very much.
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.
For example, in the beginning, when asked why the dogs chases our Snowball, he said, “Napoleon had never in reality been opposed to the windmill. On the contrary, it was he who had advocated it in the beginning, and the plan which Snowball had drawn on the floors of the incubator shed had actually been stolen from among napoleon’s papers.” (Orwell, 61). This, of course, was
Thirdly, the detailed accounts often produced in case studies not only help to explore or describe the data in real-life environment, but also help to explain the complexities of real life situations which may not be captured through experimental or survey research. Major disadvantages include the accuracy in which children report their feelings, thoughts and experiences. Some children going through a case study try to please their interviewer by making up their
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). What are the different elements of pretend play? The different elements of pretend play are pretence, symbolism, make-believe, fantasy, creative thinking. Pretence is to act out a role or event. Children can interpret pretence, because they are apt to
In the beginning of the book, Pip gives us an image that he’s a friendly, kind, chubby boy who helps out Magwitch. When Pip is taken by uncle Pumblecrook, he meets a young rich girl, who treats him terribly, by the name of Estella. He wants to prove his worthiness to her, by setting out on the path of great expectations and becoming a gentleman. This contributes to him being a memorable character since we never forget the determination he has, and also the title relates to Pip himself, making it also memorable. He refers to the title, since it’s about his path of great expectations, he has great expectations since, because of his background, it’s hard for him to become a gentlemen.
It is critical to link his theory to practice as it encourages/allows children to communicate with other children using their social skills which they have developed and allows children to build self-confidence. This theory shows us that the child’s social and emotional development/skills will increase as they learn from others when interacting. (Meggitt et al, 2012) As we use the theories above to plan activities/lessons we “Ensure that every child, young person, adult or learner is given equal of opportunity to access education and care by meeting their specific needs.” (Meggitt et al, 2012,
All students have the right to be provided with the opportunity to explore and engage in activities, which enrich their learning. When developing a meaningful curriculum, many factors need to be considered. Some of these include the learning styles of individuals and the environment in which the learning takes place. The curriculum approach that I believe best supports my personal philosophy and is most suited in providing children with the best opportunities to learn and grow is that of the “Constructivist Approach” along side aspects of “Maria Montessori”. 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).