This document discusses creativity in young children and provides guidance for parents and teachers to encourage creativity. It explains that creativity is a process involving decision making and problem solving. Art, music, play, and other activities allow creative thought to be expressed. The document provides tips for stimulating creativity, such as providing choices, novel environments, and avoiding strict evaluation. It also discusses developmental stages in children's art and barriers to creativity like peer pressure.
This document discusses developing creativity in young learners. It defines creativity as the ability to think of new ideas and understandings through reasoning. The main areas of focus are what creativity is, how learning settings can influence it, ways to develop it in children, strategies to support creative thinking, and the benefits. Some key points are that creativity involves producing original outcomes, every child can create in their own way, and providing supplies and asking open-ended questions can stimulate children's imaginations.
This document discusses children's creative development and the stages and theories surrounding how and why children create art. It covers four main theories: physical, emotional, perceptual, and cognitive. It also outlines developmental stages of children's art based on theorists such as Kellogg and Lowenfeld, starting with scribbling around ages 2-3 and advancing to schematic drawings around ages 7-9 and more realistic drawings in pre-teen years. The goal is to understand children's art in the context of their cognitive, emotional, and physical capabilities at different ages in order to appreciate the creative process.
A Creative Curriculum - Nurturing Creativity and Imagination at the Thomas Co...Iriss
Bernadette Duffy, Head of Thomas Coram Centre.
Curriculum for Excellence - A Creative Curriculum,Friday 24th & Saturday 25th April 2009, Crawfurd Theatre, Glasgow.
This document provides an overview of creative learning activities for young children. It defines key terms like learning activities and learning areas. It discusses various preschool curriculums and the learning areas/standards in preschool, including language, science, mathematics, physical education, and more. It also addresses developmentally appropriate activities in preschool like various types of play. Finally, it discusses selecting developmentally appropriate materials for young children and reflects on designing preschool activities and environments that suit children's needs.
The document discusses the domain of creative arts in early childhood education. It identifies four main elements of creative arts: art, music, movement, and dramatic play. It provides examples of how children can engage with each element, such as through painting, singing songs, dancing, and pretend play. The document also offers strategies for teachers to encourage children's participation, appreciation, and development in the creative arts, including providing a variety of materials and experiences, modeling creative expression, and incorporating music from children's cultures.
Creativity can be developed through nurture, not just nature. While some creativity is inherited, research shows that as much as 80% is learned through environment and experiences. Childhood activities like dramatic play, storytelling and daydreaming foster creativity by allowing mental exploration. Key factors that influence creative development include encouragement, free time, stimulating environments, access to materials, and democratic parenting styles. Hazards include lack of stimulation, unfavorable conditions, and excessive daydreaming. Creativity peaks in adulthood after critical periods of conformity in childhood and adolescence.
This document discusses developing creativity in young learners. It defines creativity as the ability to think of new ideas and understandings through reasoning. The main areas of focus are what creativity is, how learning settings can influence it, ways to develop it in children, strategies to support creative thinking, and the benefits. Some key points are that creativity involves producing original outcomes, every child can create in their own way, and providing supplies and asking open-ended questions can stimulate children's imaginations.
This document discusses children's creative development and the stages and theories surrounding how and why children create art. It covers four main theories: physical, emotional, perceptual, and cognitive. It also outlines developmental stages of children's art based on theorists such as Kellogg and Lowenfeld, starting with scribbling around ages 2-3 and advancing to schematic drawings around ages 7-9 and more realistic drawings in pre-teen years. The goal is to understand children's art in the context of their cognitive, emotional, and physical capabilities at different ages in order to appreciate the creative process.
A Creative Curriculum - Nurturing Creativity and Imagination at the Thomas Co...Iriss
Bernadette Duffy, Head of Thomas Coram Centre.
Curriculum for Excellence - A Creative Curriculum,Friday 24th & Saturday 25th April 2009, Crawfurd Theatre, Glasgow.
This document provides an overview of creative learning activities for young children. It defines key terms like learning activities and learning areas. It discusses various preschool curriculums and the learning areas/standards in preschool, including language, science, mathematics, physical education, and more. It also addresses developmentally appropriate activities in preschool like various types of play. Finally, it discusses selecting developmentally appropriate materials for young children and reflects on designing preschool activities and environments that suit children's needs.
The document discusses the domain of creative arts in early childhood education. It identifies four main elements of creative arts: art, music, movement, and dramatic play. It provides examples of how children can engage with each element, such as through painting, singing songs, dancing, and pretend play. The document also offers strategies for teachers to encourage children's participation, appreciation, and development in the creative arts, including providing a variety of materials and experiences, modeling creative expression, and incorporating music from children's cultures.
Creativity can be developed through nurture, not just nature. While some creativity is inherited, research shows that as much as 80% is learned through environment and experiences. Childhood activities like dramatic play, storytelling and daydreaming foster creativity by allowing mental exploration. Key factors that influence creative development include encouragement, free time, stimulating environments, access to materials, and democratic parenting styles. Hazards include lack of stimulation, unfavorable conditions, and excessive daydreaming. Creativity peaks in adulthood after critical periods of conformity in childhood and adolescence.
The document discusses the importance of incorporating various art forms - including music, dance, drama, visual art, and media arts - in early childhood education. It describes key elements, practices, and learning benefits of each art form. For example, it states that music can help with literacy development while enhancing creativity. The document also provides examples of learning experiences the educator would implement for each art form, such as creating homemade instruments in music or acting out character voices in drama. Overall, the summary emphasizes that the arts allow young children to express themselves and support development across multiple domains.
This document outlines an agenda and presentation for a workshop on mastering art in the preschool classroom. The agenda includes introductions, a presentation with objectives and activities, an essay quiz, and evaluations. The presentation discusses creating an open-ended art program that allows children freedom to explore materials without direction. It emphasizes the developmental benefits of art for skills like communication, self-confidence, and math. Examples are given of art activities and materials that could be included in an art center.
Importance of creative arts in early childhood classroomsawhite025727
This document discusses the importance of creative arts in early childhood classrooms. It notes that art supports free play, exploration, and experimentation for young children. Art also helps children practice a wide range of skills. The document outlines developmental benefits of art such as engaging children through multi-sensory learning and developing muscle control. It recommends that teachers provide a variety of art materials and sit with children to interact and help them during art activities.
Promoting creativity in the classroom ppt presentationChelsea Bibeau
This document discusses promoting creativity in the classroom. It defines creativity as using imagination or original ideas, especially in artistic works. Creativity is important for innovation and is not limited to artistic fields. Some oppose promoting creativity, claiming it causes disruptive behaviors like excessive talking, but these behaviors are often misdiagnosed ADHD. Relaxation activities like meditation can channel creativity and reduce disruptive behaviors. The document provides examples of activities to promote creativity and discusses how creativity benefits physical, social, cognitive, and emotional development.
The document discusses gifted education and characteristics of gifted children. It provides details about federal law requiring free and appropriate public education for all students, including those with above average intelligence or exceptional talent. Characteristics of gifted children include precocity, learning effortlessly, making discoveries independently, and having a passion and strong motivation to master their field of interest. The document also asks whether gifted students should be given more work or taught differently than regular students, such as through challenging intellectually courses versus mainstreaming or pull-out programs.
Creativity can be difficult to define and identify, especially in children. It involves imagining new possibilities and making original connections. While creativity is important for success in today's world, many factors such as an overemphasis on products and "right answers", as well as too much structured activity and screen time, may be causing a decline in creative thinking. Nurturing creativity requires allowing children to explore freely without judgment, ask questions, spend time engaged in open-ended play and art, and value their unique ideas and perspectives.
Using Visual Arts in Early Childhood ProgrammingALATechSource
This document provides guidance for using visual arts in early childhood programming. It discusses the benefits of art for young children, including developing motor skills, cognitive abilities, and social-emotional skills. Four art projects are described in detail with supply lists, instructions, video demonstrations, and book connections. The projects allow for open-ended creative expression and include silly face paintings, crumpled flower collages, twirling sculptures, and action painting. Resources for further planning arts activities for toddlers and preschoolers are also provided.
1. Art is subjective and difficult to define, as each person has their own perspective and interpretation of beauty. Producing art requires both talent and ability, with talent being innate and ability being learned.
2. This study focuses on visual arts like painting, sculpture, and photography. Learning visual arts from a young age can help children develop skills like creativity, critical thinking, and appreciation for beauty.
3. The study aims to allow children freedom in art creation without restrictions from adults, while also nurturing an appreciation for art. This can help children's cognitive and physical development as well as confidence and social skills.
This document discusses children's artwork development and the role of doodling. It begins by explaining that children naturally enjoy art and use it to express themselves. Artwork reflects children's thinking and imagination. The document then outlines Viktor Lowenfeld's six stages of children's drawing development from ages 2 to 17. It emphasizes that children's scribbling should not be discouraged but rather guided properly. The study aims to nurture children's creative freedom through doodling appropriately. It hypothesizes that doodling attracts children to learning and creates when not restricted.
The art center provides opportunities for children's development in areas like fine motor skills, creativity, and social skills. Teachers must ensure materials are age-appropriate and accommodations are made for children with special needs or cultural differences. A variety of art materials should be available to encourage exploration and self-expression. The teacher's role is to implement standards, provide guidance, and ensure children have fun while developing skills.
The document discusses recommendations and guidelines for providing developmentally appropriate art experiences and environments for children of different ages. It covers topics such as recommended art materials, safety considerations, facilitating individual expression, and ways to support diversity and inclusion. Guidelines are provided for infants/toddlers, young toddlers, older toddlers, and preschool aged children. The document synthesizes research from multiple child development sources and experts.
In this unit, children create self-portraits to express their ideas about themselves. They look at examples of portraits of children by artists and self-portraits to develop ideas. Children experiment with drawing materials and techniques to create preliminary sketches then use these to plan and paint a self-portrait. They discuss each other's work and identify similarities and differences between the portraits. The children also comment on what they have learned and how they could further develop their work.
There are 5 general stages of artistic development in children:
1. Scribble stage (ages 2-4) where children learn to make marks on paper.
2. Preschematic stage (ages 4-6) where drawings become more detailed with recognizable shapes.
3. Schematic stage (ages 7-9) where drawings start to look more realistic with objects in the correct places.
4. Dawning realism stage (ages 9-11) where children add more details and understand perspective.
5. Pseudorealistic stage (ages 11-13) where children focus on creating a final artwork and developing their own style.
Creative dramatics is a form of drama used in educational settings to support learning through play. It incorporates theatrical elements like role-playing and improvisation to imagine and explore human experiences. Creative dramatics develops social skills, communication skills, physical skills, and supports learning across subjects. The goal is experience over performance and it promotes learning through imagination, cooperation, and creative play without right or wrong answers.
This document discusses play in early years education. It defines play, outlines its importance for child development, and categorizes different types of play. Play is defined as voluntary activities done for enjoyment that are under a child's control. Play is important as it allows children to learn, develop skills and understanding, think creatively, and learn social and cultural norms. The document discusses various perspectives on play from theorists like Piaget and Vygotsky. It also outlines the characteristics of effective learning in the Early Years Foundation Stage, which emphasize playing, active learning, and thinking critically.
- Children's art making is meaningful as it allows them to generate ideas and express themselves based on their observations and imagination. While adults often view children's art as meaningless, the study found children can explain the meaning and story behind their drawings.
- The study examined art programs at an elementary school, interviewing students nominated by teachers as being interested in art. It aimed to understand art from the perspective of children and their experiences.
- The author concluded children should be given opportunities and encouragement for art making as it can help develop their ideas and connect to their culture in meaningful ways. Adults should avoid criticism and help guide children to improve over time rather than dismiss their artwork.
Enabling creativity and inquiry in early years, Fani StylianidouBrussels, Belgium
This document summarizes a project aimed at fostering creativity and inquiry in early science and mathematics education. It provides an outline of the project background, methodology, conceptual framework, and findings from fieldwork in schools. The fieldwork findings show that while opportunities for creativity were observed, such as in generating ideas and problem solving, the aims did not explicitly focus on creativity and potential existed to further promote inquiry approaches, play, and use of outdoor spaces in learning. The implications for teacher education highlighted including focusing on perspectives of science and math education and characteristics of creativity in teaching and learning these subjects in early years.
The document summarizes several theories of art development in early childhood education, including psychoanalytic theory, perceptual theory, and perceptual delineation theory. Psychoanalytic theory proposes that children's art reflects their emotions and can be interpreted to give insight into their personality. Perceptual theory suggests that children draw what they see by translating 3D objects into 2D drawings. Perceptual delineation theory argues that multiple factors influence children's drawings, including their psychological environment, information processing abilities, and skill with art materials.
This document discusses creativity in young children and provides suggestions for encouraging creativity. It describes how creativity can be seen in art, play, problem-solving, and other everyday activities. The document outlines developmental stages of children's art and gives ideas for incorporating creative activities using materials like clay, paint, sand, water, and play dough. Suggestions are provided for helping children think creatively, such as providing choices, stimulation, time for play, and an environment without a single right answer.
The document discusses activities to develop creativity and fluency in young children. It focuses on the technique of brainstorming, which involves generating many ideas in response to a prompt without evaluation. Three levels of brainstorming activities are described corresponding to ability levels of toddlers, preschoolers, and young school-aged children. The activities aim to nurture children's creativity by valuing their ideas and showing them their contributions are important. Regular practice of brainstorming can help develop fluency, defined as the ability to readily generate many possible solutions or ideas.
The document discusses the importance of incorporating various art forms - including music, dance, drama, visual art, and media arts - in early childhood education. It describes key elements, practices, and learning benefits of each art form. For example, it states that music can help with literacy development while enhancing creativity. The document also provides examples of learning experiences the educator would implement for each art form, such as creating homemade instruments in music or acting out character voices in drama. Overall, the summary emphasizes that the arts allow young children to express themselves and support development across multiple domains.
This document outlines an agenda and presentation for a workshop on mastering art in the preschool classroom. The agenda includes introductions, a presentation with objectives and activities, an essay quiz, and evaluations. The presentation discusses creating an open-ended art program that allows children freedom to explore materials without direction. It emphasizes the developmental benefits of art for skills like communication, self-confidence, and math. Examples are given of art activities and materials that could be included in an art center.
Importance of creative arts in early childhood classroomsawhite025727
This document discusses the importance of creative arts in early childhood classrooms. It notes that art supports free play, exploration, and experimentation for young children. Art also helps children practice a wide range of skills. The document outlines developmental benefits of art such as engaging children through multi-sensory learning and developing muscle control. It recommends that teachers provide a variety of art materials and sit with children to interact and help them during art activities.
Promoting creativity in the classroom ppt presentationChelsea Bibeau
This document discusses promoting creativity in the classroom. It defines creativity as using imagination or original ideas, especially in artistic works. Creativity is important for innovation and is not limited to artistic fields. Some oppose promoting creativity, claiming it causes disruptive behaviors like excessive talking, but these behaviors are often misdiagnosed ADHD. Relaxation activities like meditation can channel creativity and reduce disruptive behaviors. The document provides examples of activities to promote creativity and discusses how creativity benefits physical, social, cognitive, and emotional development.
The document discusses gifted education and characteristics of gifted children. It provides details about federal law requiring free and appropriate public education for all students, including those with above average intelligence or exceptional talent. Characteristics of gifted children include precocity, learning effortlessly, making discoveries independently, and having a passion and strong motivation to master their field of interest. The document also asks whether gifted students should be given more work or taught differently than regular students, such as through challenging intellectually courses versus mainstreaming or pull-out programs.
Creativity can be difficult to define and identify, especially in children. It involves imagining new possibilities and making original connections. While creativity is important for success in today's world, many factors such as an overemphasis on products and "right answers", as well as too much structured activity and screen time, may be causing a decline in creative thinking. Nurturing creativity requires allowing children to explore freely without judgment, ask questions, spend time engaged in open-ended play and art, and value their unique ideas and perspectives.
Using Visual Arts in Early Childhood ProgrammingALATechSource
This document provides guidance for using visual arts in early childhood programming. It discusses the benefits of art for young children, including developing motor skills, cognitive abilities, and social-emotional skills. Four art projects are described in detail with supply lists, instructions, video demonstrations, and book connections. The projects allow for open-ended creative expression and include silly face paintings, crumpled flower collages, twirling sculptures, and action painting. Resources for further planning arts activities for toddlers and preschoolers are also provided.
1. Art is subjective and difficult to define, as each person has their own perspective and interpretation of beauty. Producing art requires both talent and ability, with talent being innate and ability being learned.
2. This study focuses on visual arts like painting, sculpture, and photography. Learning visual arts from a young age can help children develop skills like creativity, critical thinking, and appreciation for beauty.
3. The study aims to allow children freedom in art creation without restrictions from adults, while also nurturing an appreciation for art. This can help children's cognitive and physical development as well as confidence and social skills.
This document discusses children's artwork development and the role of doodling. It begins by explaining that children naturally enjoy art and use it to express themselves. Artwork reflects children's thinking and imagination. The document then outlines Viktor Lowenfeld's six stages of children's drawing development from ages 2 to 17. It emphasizes that children's scribbling should not be discouraged but rather guided properly. The study aims to nurture children's creative freedom through doodling appropriately. It hypothesizes that doodling attracts children to learning and creates when not restricted.
The art center provides opportunities for children's development in areas like fine motor skills, creativity, and social skills. Teachers must ensure materials are age-appropriate and accommodations are made for children with special needs or cultural differences. A variety of art materials should be available to encourage exploration and self-expression. The teacher's role is to implement standards, provide guidance, and ensure children have fun while developing skills.
The document discusses recommendations and guidelines for providing developmentally appropriate art experiences and environments for children of different ages. It covers topics such as recommended art materials, safety considerations, facilitating individual expression, and ways to support diversity and inclusion. Guidelines are provided for infants/toddlers, young toddlers, older toddlers, and preschool aged children. The document synthesizes research from multiple child development sources and experts.
In this unit, children create self-portraits to express their ideas about themselves. They look at examples of portraits of children by artists and self-portraits to develop ideas. Children experiment with drawing materials and techniques to create preliminary sketches then use these to plan and paint a self-portrait. They discuss each other's work and identify similarities and differences between the portraits. The children also comment on what they have learned and how they could further develop their work.
There are 5 general stages of artistic development in children:
1. Scribble stage (ages 2-4) where children learn to make marks on paper.
2. Preschematic stage (ages 4-6) where drawings become more detailed with recognizable shapes.
3. Schematic stage (ages 7-9) where drawings start to look more realistic with objects in the correct places.
4. Dawning realism stage (ages 9-11) where children add more details and understand perspective.
5. Pseudorealistic stage (ages 11-13) where children focus on creating a final artwork and developing their own style.
Creative dramatics is a form of drama used in educational settings to support learning through play. It incorporates theatrical elements like role-playing and improvisation to imagine and explore human experiences. Creative dramatics develops social skills, communication skills, physical skills, and supports learning across subjects. The goal is experience over performance and it promotes learning through imagination, cooperation, and creative play without right or wrong answers.
This document discusses play in early years education. It defines play, outlines its importance for child development, and categorizes different types of play. Play is defined as voluntary activities done for enjoyment that are under a child's control. Play is important as it allows children to learn, develop skills and understanding, think creatively, and learn social and cultural norms. The document discusses various perspectives on play from theorists like Piaget and Vygotsky. It also outlines the characteristics of effective learning in the Early Years Foundation Stage, which emphasize playing, active learning, and thinking critically.
- Children's art making is meaningful as it allows them to generate ideas and express themselves based on their observations and imagination. While adults often view children's art as meaningless, the study found children can explain the meaning and story behind their drawings.
- The study examined art programs at an elementary school, interviewing students nominated by teachers as being interested in art. It aimed to understand art from the perspective of children and their experiences.
- The author concluded children should be given opportunities and encouragement for art making as it can help develop their ideas and connect to their culture in meaningful ways. Adults should avoid criticism and help guide children to improve over time rather than dismiss their artwork.
Enabling creativity and inquiry in early years, Fani StylianidouBrussels, Belgium
This document summarizes a project aimed at fostering creativity and inquiry in early science and mathematics education. It provides an outline of the project background, methodology, conceptual framework, and findings from fieldwork in schools. The fieldwork findings show that while opportunities for creativity were observed, such as in generating ideas and problem solving, the aims did not explicitly focus on creativity and potential existed to further promote inquiry approaches, play, and use of outdoor spaces in learning. The implications for teacher education highlighted including focusing on perspectives of science and math education and characteristics of creativity in teaching and learning these subjects in early years.
The document summarizes several theories of art development in early childhood education, including psychoanalytic theory, perceptual theory, and perceptual delineation theory. Psychoanalytic theory proposes that children's art reflects their emotions and can be interpreted to give insight into their personality. Perceptual theory suggests that children draw what they see by translating 3D objects into 2D drawings. Perceptual delineation theory argues that multiple factors influence children's drawings, including their psychological environment, information processing abilities, and skill with art materials.
This document discusses creativity in young children and provides suggestions for encouraging creativity. It describes how creativity can be seen in art, play, problem-solving, and other everyday activities. The document outlines developmental stages of children's art and gives ideas for incorporating creative activities using materials like clay, paint, sand, water, and play dough. Suggestions are provided for helping children think creatively, such as providing choices, stimulation, time for play, and an environment without a single right answer.
The document discusses activities to develop creativity and fluency in young children. It focuses on the technique of brainstorming, which involves generating many ideas in response to a prompt without evaluation. Three levels of brainstorming activities are described corresponding to ability levels of toddlers, preschoolers, and young school-aged children. The activities aim to nurture children's creativity by valuing their ideas and showing them their contributions are important. Regular practice of brainstorming can help develop fluency, defined as the ability to readily generate many possible solutions or ideas.
The document discusses activities to develop creativity and fluency in young children. It focuses on the technique of brainstorming, which involves generating many ideas in response to a prompt without evaluation. Three levels of brainstorming activities are described corresponding to ability levels of toddlers, preschoolers, and young school-aged children. The activities aim to nurture children's creativity by valuing their ideas and showing them their contributions are important. Regular practice of brainstorming can help develop fluency, defined as the ability to readily generate many possible solutions or ideas.
Piaget's theory proposes that cognitive development universally follows four stages: sensorimotor, preoperational, concrete operational, and formal operational. At each stage, a child's thinking becomes more refined as they progress to higher stages. The document outlines Piaget's theory and key aspects of each stage of development. It also provides examples of how Piaget's theory can inform teaching practices to support children's cognitive growth.
The document discusses the importance of understanding child art as a teacher. It provides 10 key points for teachers to consider:
1. Respect each child's unique expression and do not impose adult expectations.
2. Be familiar with developmental stages so you can appreciate their progress.
3. Children's art frequently uses symbols and imagination, so listen to understand their meaning.
4. Practice active observation of elements like color, shape and composition for insights.
5. Ask open-ended questions to encourage sharing thoughts and feelings.
6. Document art over time to understand their development and tailor instruction.
7. Give positive feedback focused on effort, creativity and uniqueness.
8.
This document discusses the importance of play for children's development. It states that play is how children learn about the world, develop new skills and relationships. The document provides tips for caregivers to support play, such as providing a variety of safe toys and maintaining a routine that includes active play. It also outlines common stages of children's play and gives examples of age-appropriate activities for infants, preschoolers and school-aged children.
Modyul 3 sub modyul 2.3 paksa 2 tips in facilitating sessions with childrenDhon Reyes
This document provides tips and techniques for facilitating discussions with young people about their communities. It emphasizes engaging youth in a way that empowers them and respects their perspectives. Facilitators should be aware of participants' energy levels, safety, and potential sources of tension. Creative methods like drawing, drama, photography, and "body maps" can help elicit youth views in an enjoyable, non-threatening way. The goal is for youth to feel listened to while expressing complex thoughts on issues affecting their lives.
This document discusses schemas in early childhood development and how they inform play-based learning. It defines schemas as patterns of behavior that help children explore and understand how things work. The roles of adults and environment quality are examined, with emphasis on observing children's play, being responsive to their interests, and providing open-ended resources to support different schemas like transporting, enclosing, and connecting. Engaging families is also presented as important for sharing knowledge of schemas between home and early learning settings.
The document discusses categories of art materials for infants and toddlers including paints, collage materials, fine motor skills activities, art tools, and 3D materials. It provides examples of art tools and materials for different age groups, from infants to toddlers, as well as notes on developing motor skills. Special considerations are discussed for children with special needs and for developing language and creativity through art.
The Importance of Best Creativity Play School In Delhi.pdfLearningMatters2
Children have a unique way of expressing themselves and a rich imagination, making them natural innovators. Children practise the ability to challenge, question, and explore things from a very young age. They keep their brains and hearts open, play around with concepts, and form connections in search of novel ideas at the Best Creativity Play School in Delhi.
***** Behavioral science Course ******
Gifted children
- Definition
- Genetics of giftedness
- Identification of giftedness
- Characteristics of gifted children
- Problems that encountered by gifted children
- Hidden giftedness
- The role of Family and gifted child
- The role of School and gifted child
Creativity can be defined and measured through tests. This document outlines how to develop and identify creativity in students. It defines creativity, lists the characteristics of creative people, and describes uses of creativity tests to identify creative strengths and weaknesses in individuals. The document recommends encouraging originality and flexibility, providing opportunities for creative expression, and avoiding factors like conservatism that can stifle creative thinking. Developing creativity in students involves stimulating divergent thinking through techniques like brainstorming and nurturing qualities like persistence.
This document discusses play therapy and the importance of play. It defines play therapy as using play to help clients prevent or resolve psychological issues and achieve optimal growth. Play therapy can be directive, with structure from the therapist, or non-directive, where children work towards their own solutions. The document also outlines the physical, intellectual, moral, creative and social benefits children gain from play, and stresses the importance of supervision and safety when selecting toys.
Active learning engages students directly in the learning process by having them do activities and think about what they are learning. It helps students learn better than passive listening. To promote active learning, teachers should give students problems to solve, ask questions that require thinking, and encourage creativity by having students look at topics from different perspectives and think about how things could be different. Making learning active and interactive helps students learn more effectively.
This document discusses fostering creativity in children through curriculum. It emphasizes that creativity can be expressed in many ways and should be nourished accordingly. The importance of play in developing creativity is highlighted. Theories of art development and factors that can decrease creativity are also examined.
This document discusses fostering creativity in children through curriculum. It emphasizes that creativity can be expressed in many ways and should be nourished accordingly. The importance of play in developing creativity is highlighted. Theories of art development and factors that influence creativity are also examined.
This document provides tips for parents on how to develop different attributes of the IB Learner Profile in their children at home. For caring, it suggests role modeling caring behavior, getting involved in community organizations, and establishing recycling habits. For knowledgeable, it recommends encouraging reading related to school topics, engaging in conversations about learning, and exploring various interests. For communicator, the tips include staying in touch with others in different languages, explaining math answers, and improving listening skills.
Creative Corner Fostering Artistic Expression in PreschoolersAnanda Global School
Discover the importance of nurturing artistic expression in preschoolers and explore creative ideas and activities that help them explore their imaginations and develop essential skills for their future.
The document provides information on various open-ended art materials that can be used to nurture creativity in children, including drawings, collage, painting, finger painting, play dough, and homemade alternatives like cornstarch clay and silly putty. It describes how open-ended materials allow children to play and create freely without a right or wrong way to use them. The materials listed help develop skills while allowing children to feel special, creative, and to build self-esteem.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document discusses creativity in young children and provides guidance for parents and teachers to encourage creativity. It explains that creativity is a process involving decision making and problem solving. Art, music, play, and other activities allow creative thought to be expressed. The document provides tips for stimulating creativity, such as providing choices, novel environments, and avoiding strict evaluation. It also discusses developmental stages in children's art and barriers to creativity like peer pressure.
The document summarizes and analyzes several drawings made by children. It notes that one drawing shows a child's ability to make lines and spirals of different colors. Another drawing depicts objects of various shapes and sizes to represent their importance to the child. A third drawing portrays people and objects in a dynamic scene, using color purposefully for some elements like the yellow sun.
The document provides recipes and instructions for various art activities and materials that can be used by children, such as playdough, finger paints, bubbles, modeling clay, and more. It discusses the importance of encouraging creativity and imagination in children's art and emphasizing the process of creating over the end product. Guidelines are given for facilitating open-ended art experiences for children.
This document provides an overview of the developmental stages of children's art from scribbling to realism. It discusses 4 main stages:
1) Scribbling stage (1-3 years): Children enjoy making marks and gain control over scribbles, eventually naming their scribbles.
2) Pre-symbolism stage (3-4 years): Children combine circles and lines to represent human figures as "tadpoles". They lack realistic details.
3) Symbolism stage (4-6 years): Children develop individual graphic symbols to represent objects and people. Drawings include differentiated heads, torsos and limbs.
4) Introduction of baselines (5-6 years): Children recognize relationships between
The document discusses chivalric education in the Middle Ages. Children would begin training as pages at age 7 and squires at 10 to become knights through a dubbing ceremony. Women's roles included managing households, religious training of children, and marriage and motherhood. Society was structured around a feudal system with a king controlling citizens through loyalty and service. People were ranked by land ownership, with peasants working the land. Practical skills were learned through apprenticeships in guilds covering trades, crafts, and business.
Education in ancient Greece took two forms: in Sparta it focused on rigorous military training to serve the state, while in Athens it emphasized a liberal education taught by philosophers like Socrates. Socrates' key contribution was developing the Socratic method of questioning beliefs and assumptions to arrive at truth through rational discussion.
John Locke was an influential English philosopher known as the Father of Empiricism. He authored "An Essay Concerning Human Understanding" which laid the psychological groundwork for modern educational theory. The document discusses Locke's view that all ideas are derived from experience through sensation and reflection. It also summarizes his beliefs that the mind of a child is like a blank slate to be filled with experiences and education, and that it is important to start education as early as possible. The document concludes by outlining Locke's views on the goals of education including the vigor of body, formation of good habits, and development of mental power.
John Baptist De La Salle was a priest and founder of the Brothers of the Christian Schools who believed teachers must be well-trained and prioritized elementary education. He successfully launched a normal school, one of the first, and promoted Christian education through his philosophy of providing "education for the poor." De La Salle and the Brothers developed new practical teaching methods like dividing students into groups by ability and instructing the whole class simultaneously.
A French bishop and educator advocated for equal education for women in the 18th century, arguing in his treatise that women have special duties and should be trained in subjects like reading, writing, arithmetic, music, art, embroidery, languages, science, and religion through practical and enjoyable methods rather than strict regulation and punishment. He was a pioneer in educational reform whose ideas anticipated Rousseau's Emile by emphasizing natural and psychological teaching methods.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
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Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
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1. Child Development:
creativity in young children
Distributed in furtherance of the Acts of Congress of May 8 and June 30, 1914. Employment and program opportunities are offered to all people regardless of race, color, national origin, sex, age, or disability. North Carolina State University, North Carolina A&T State University, U.S. Department of Agriculture, and local governments cooperating.
Creativity is more than a product — it’s a process. An interesting painting, a thought-provoking
writing, a unique comment — these may be examples of creative work, but the decisions
people make as they paint, sculpt, write, speak, play, and think are at the core of the creative
process.
Art and music are common examples of creativity, but creative thought appears in almost all
aspects of life — from the way a parent quiets a crying child to the methods a scientist uses
to discover a cure for a disease.
This publication seeks to broaden understanding about the creative process for parents and
others who work with children and youth.
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Creativity in
mistakes and by respecting their ideas. This happens with greater mobility and use ofYoung Children language through modeling and beingChildren who amaze their teachers with allowed to experiment without fearingunusual responses to questions or display a failure. keen sense of humor are thinking creatively. Even children who perhaps are nonconform-To solve a problem creatively, children need ing and unpredictable are thinking creatively. to be able to see a variety of perspectives and to generate several solutions. WhenBecause creative thought often goes working on a problem, adults should teachagainst the set rules of a strict classroom or young children to examine their surroundhome, adults may be irritated by the ings for “cues” that will help them generatebehavior of a creative child. Adults often do a pool of possible solutions. In addition, not recognize the value creative children adults can encourage creative thoughtbring to families and classrooms. All simply by providingchildren become adults who will make a difference in our world with their creative • Choices — Children who are given problem-solving skills. choices show more creativity than do children who have all choices made for them. Encouraging Creativity • Stimulation — Physical environments Teachers and parents can help children learn designed to stimulate the senses can to think and solve problems in creative ways enhance creative problem solving. For by giving them the freedom to make example, when shown an object in the
2. shape of a half-moon and asked, “What can we use this
for?” children will exhaust their first mental images and
begin developing ideas from what they see in their
surroundings. Research has found that children who
keep looking around a classroom or playroom for cues
are using a creative problem-solving method. An environment
that provides both novelty and variety will greatly
aid creativity.
• Time for play and fantasy — Dramatic play just before engaging in problem-solving tasks can lead to more creative thought.
Leave Reality Behind
The joining together of two or more irrelevant elements, called synectics, can lead to creative answers. The process of synectics can take many forms:
•
Independence (with reasonable limits) — Parents and teachers should encourage children to think and act without adult direction but within the limits of rules.
•
Exposure to a diverse community — Give children the opportunity to see and experience other cultures and ways of living, acting, and being to teach them how to respect the choices of other people.
•
Brainstorming sessions — Encourage children to tackle problems as a group by freely expressing their ideas with no fear of a negative response. Brainstorming can take place between a child and an adult or between two or more children.
Try these brainstorming activities
Hand a child a piece of modeling clay and ask the child to imagine that he or she is the modeling clay.
Place a child in a different time and place. For instance, ask a child to describe how he or she would cook a meal without electricity, silverware, dishes, etc.
Ask a child to describe a problem or an event using pictures instead of words.
Ask a child to solve a problem using the most unusual solutions he or she can come up with.
•
Encouragement — When children show special aptitudes, such as an ability to generate many questions, a keen memory, advanced reading or pre-reading skills, artistic skills, or other above-average abilities, adults should encourage them to build on and expand their skills.
•
Honest critiques — Evaluate students’ work constructively so they can see ways to improve their work and still feel positive about themselves and what they have created.
•
An environment where there is no one right answer for every problem — Teachers who enthusiastically encourage children to develop more than one solution to a problem see greater creativity in problem solving.
Barriers to Creativity
Often people are not able to perform at their best because of outside influences that make them feel pressured or insecure:
•
Reward — When people do not expect a reward, they are more creative and enjoy the process more. An unexpected reward that comes after a project is completed is valuable but not necessary to the creative process.
•
Intrinsic versus extrinsic motivation — As in the case of reward, external motivation (such as money or special privileges) undermines creativity. Artists say that when they are working for the enjoyment of the process, they are far more effective and productive than when they are commissioned to create for money.
•
Expected external evaluation — Knowing beforehand that a piece of art is going to be graded can lead to a decrease in creativity.
•
Peer pressure — There is some evidence that pressure to conform can lead to temporary decreases in creativity.
•
Surveillance — Being observed by others while engaged in a creative process can undermine creativity.
Creativity Through Art
Art is only one way children can express themselves but because it develops before writing, or abstract thinking, adults can see creativity expressed in art more easily with young children.
The following is a brief overview of the developmental stages of children’s art. Please keep in mind that the ages given are general guidelines and that children will enter and leave each stage at their own pace.
Scribbling stage (approximately 2 to 4 years)
In this stage, children
Are amazed at their ability to make marks.
Spend much time practicing motor skills.
Draw circles first, then squares and other
geometric shapes. Begin trying to create (draw) their world. May want to point to and name parts of their drawings.
Pre-schematic stage (late preschool to approximately age 7)
At this stage, children Make first attempts to represent people or objects. Efforts
are recognizable to adults. Are fascinated with the wide variety of colors. Achieve obvious connections between different parts of a
drawing. Value signs of approval from teachers and peers. Are easily discouraged and fatigued. Are active, hands on, eager to learn, and self-centered.
3. Are highly imaginative yet tend to focus on one idea at a time. Search for ways to represent their ideas.
Schematic stage (approximately 7 to 9 years)
Children at this stage Increase the use of symbols, such as a heart for love or
dark colors to represent night. Are less self-centered. Still do not have a realistic understanding of their environment.
For example, the sky in a child’s picture may not
meet the ground at the horizon. Show improved eye-hand coordination and fine motor skills. Have an increased attention span. Begin developing a sense of humor. Divide by gender in play. Represent special characteristics for each person or object
in their drawings. For example, if Mom wears glasses and has curly hair, the child will include these characteristics in the drawing.
Realistic stage (9 to 12 years)
Children at this stage
Are greatly affected by peer influence.
Increase the amount of detail and use of symbols in
drawings. Have expanded individual differences. Begin to develop a set of values. Want to do things “right.”
Pseudo-naturalistic stage (12-14 years)
At this stage, children
Are highly critical of the products they make.
Use a more adult-like mode of expression.
Experience a period of great individual differences physically,
mentally, emotionally, and socially.
Have art class available only as an elective in school. For many children, this will be the last opportunity to have art instruction.
Experience a period of heightened self-consciousness. Children in this age group often feel a need to conform to their peers, which can stifle their creativity.
Parent and Teacher Pointers
Children want their art to look like the object they are looking at. Failing in this attempt can be discouraging. Children need to be taught that art is not limited to copying what they see. Adults can show children other styles of art (such as impressionistic or cubist art) to help them see that the free expression of ideas and emotions is more important than creating a mirror image.
Never compare one child’s work to another’s or select one piece to be the “model” or “ideal.” Children will go through these developmental stages in the same order, but the pace at which they enter and leave them will vary.
Tips for parents and teachers to help children think creatively
Avoid projects that can be completed in only one way (paint-by-numbers, kits to be assembled, for example).
Do not use art as indoor recess or as a reward for behaving well. Art activities should be well thought out and planned.
Make a wide variety of materials available to children.
Suggest options, but let children make the final decisions for art projects.
Ask children about their art while they are creating it, not just at the end. Ask children to tell you about the work (as opposed to guessing, possibly incorrectly, from an adult’s point of view).
Praise the effort, use of color, and uniqueness rather than just the final product — the trip is more important than the destination.
Display art at a child’s eye level.
Encourage individual expression.
Avoid the regimented use of materials and adult-directed projects. A classroom full of samples of individual creativeness (as opposed to 23 identical pieces hanging in a row) indicates that the teacher has given children choices and has focused on the process rather than the product.
Creative Materials
Clay
Clay and play dough offer opportunities for children to be creative and to release energy and stresses. Clay and play dough can be pulled, pushed, squeezed, and punched. Rolling pins, cookie cutters, and various containers will add to imaginative play with clay. (A recipe for play dough is listed under “Fun Textures,” next page.)
Paint
Painting is creative play that can be calming for children. It allows them to plan and make decisions about color and form, and it provides them an opportunity to work on their own.
When planning painting activities for children, alter the painting position (floor, table, easel) and provide different paint textures, thicknesses, and colors. Let children try painting with straws, eye droppers, cotton balls, cotton swabs, sponges, feathers, string, pipe cleaners, styrofoam, and fruits and vegetables cut crosswise.
Add a bit of powdered soap to the paint to make cleanup easier.
Sand
Sand has a wonderful unstructured quality. As children mix, pour, sift, stir, measure and mold sand, they are using premath skills, socializing, and using their imaginations.
4. Working with sand can be relaxing, and it provides a smooth sensory experience.
Be sure to include digging tools, buckets, molds, trucks, cars, and figurines in the sand play area.
Add dry tempera paint to color the sand, and let children create sand paintings by gluing sand to paper or by layering the colored sand in clear containers.
Chalk and crayons
Using chalk to draw on large areas such as driveways and sidewalks is an activity that generations of children have enjoyed. Freedom to create on large blank surfaces is far more stimulating than giving children activity sheets and telling them to “stay in the lines.”
To get different effects from crayons, cut a “v” shape in the side of a crayon or use textured surfaces under paper (screens, coins, pegboards).
You can also recycle old bits of crayon by melting them together (at 200oF) in a muffin tin. Let the melted crayon bits cool and then shape them into writing utensils.
Water
Water is one of the most exciting and yet soothing play items for young children. Let children experiment with water by trying to float objects of different weights, pouring and measuring, adding food coloring, adding bubbles, washing dolls and toys, and using paint brushes.
Fun Textures
Play Dough
Materials: 1 cup flour
1 cup water
½ cup salt
1 tablespoon cooking oil
2 teaspoons cream of tartar
Food coloring Procedure: Mix flour, water, cooking oil, salt, and cream of tartar. Heat slowly on low and stir constantly while adding food coloring. Continue heating until the dough forms a ball. Remove from heat, let cool, then knead the ball. Store in an airtight container.
Goop (it seems to melt in your hands)
Materials: One box of cornstarch Water (start with ½ cup) Food coloring
Procedure: Combine all ingredients in a shallow pan. Add water until the mixture is firm in the pan yet runny when in your hand.
Glerch (glue and starch)
Materials: 1 cup liquid starch 1 cup white glue
Procedure: Pour the liquid starch in the bowl first. Add the white glue. When the glue starts to solidify, pour off the starch. Work the mixture with your hands. Add more starch if it feels too sticky.
References
Amabile, T. 1983. The Social Psychology of Creativity. New York, N.Y.: Springer-Verlag.
Burrows, D. and Wolf, B. 1983. “Creativity and the Dyslexic Child: A Classroom View.” Annals of Dyslexia. 33:260-274.
Gehlbach, R. 1991. “Play, Piaget, and Creativity: The Promise of Design.” The Journal of Creative Behavior. 25:137-144.
Lowenfeld, V. and Brittan, W. L. 1987. Creative and Mental Growth. 8th ed. New York, N.Y.: Macmillan.
Mattil, E. and Marzan, B. 1981. Meaning in Children’s Art.Englewood Cliffs, N.J.: Prentice Hall, Inc.
Wachowiak, F. 1977. Emphasis Art. 3d ed. New York, N.Y.: Harper & Row.
Prepared by
Karen DeBord, Ph.D., Child Development Specialist.
5,000 copies of this public document were printed at a cost of $340.72 or $.07 per copy.
Published by
North Carolina Cooperative Extension Service
6/97-5M-JHS FCS-470
E97-31939