The document discusses how creative curriculum is based on educational psychology theories like Erikson, Maslow, Piaget, Smilansky, and Vygotsky's theories of child development. It provides examples of how creative curriculum aligns with stages of development and allows children to learn through play, social interaction, and having their basic needs met. The conclusion reiterates that creative curriculum effectively applies research on child development and learning to create an environment where children can grow cognitively and socially.

1. Creative
curriculum
and
Theories
of Educational psychology
Kristie Brewer
SOE105
November 10,2016

2. How can creative curriculum be linked to
educational psychology?
For this presentation I’m going to try to link the basis of the creative
curriculum to some of the various theories that we’ve learned in
educational psychology. There are many tie ins that help to
understand how using this curriculum helps the development of
children in a researched way.

3. First things first…what is it?
Creative Curriculum is a way for teachers to guide learning, allow child
initiated activities, and has assessment tools. Teachers are able to
honor the child’s creativity all the while still helping the child learn
in and exciting and relevant ways. This curriculum is also built upon
many of the early childhood theorists and their theories on
development. The main stages that are covered are the following:
social emotional, cognitive, language, literacy, physical. There are
goals and objectives for each of these that helps in the development
of children. For this presentation I’m going to link various theories
in educational psychology to the Creative Curriculum.

4. Erikson’s Theory
Erikson’s theory of personality laid out the different life-stage virtues.
The first stage of development for him was the basic trust vs.
mistrust, which covered the infancy stage. In the Creative
Curriculum, infant teachers use this time to create positive
relationships with the infants and the importance of a consistent
schedule.
In his second stage of development, ages 1-3, was autonomy versus
shame and doubt. With this curriculum, teachers are able to allow
children autonomy by providing structure. The environment is set up
so the children know where items are and can get them by
themselves. Age appropriate materials are available that support
and challenge their abilities and express their feelings.

5. Maslow’s basic needs
In Maslow’s theory, he states that basic needs need to be met before
children are able to learn. There are physiological needs, safety, a
sense of belonging, and esteem.
The number one priority of the Creative Curriculum is to meet the basic
needs of children. The teacher creates an atmosphere where the
children feel safe, have their emotion needs met, and have a sense
of belonging.

6. Piaget’s theory of thinking and reasoning
Piaget theorized that logical thinking develops in stages and that
children develop reasoning by manipulating materials. In this
sensorimotor (0-2) stage, babies learn by reacting to experiences
through their senses. During the preoperational stage (preschool),
children start to see the world from their own point of view and
concentrate more on the properties of materials.
Creative curriculum helps to structure the environment and actives that
are based on children’s cognitive development. They can vary in
complexity and level of choices. Teachers work with the children and
encourage them to interact with others and learn others
perspectives.

7. Smilansky’s Theory of play and learning
Sara Smilansky developed her theory on four stages of play.
• Functional play- uses muscles and senses to experiment with
materials
• Constructive play- learning different uses of materials
• Pretend play- pretending to be someone else while using real or
pretend objects to play out a role
• Games with rules- physical or table games that require children to
control verbal and physical behavior to conform to a structure of
pre-made rules
Creative curriculum creates environments that allow play with materials
and peers. It allows teachers to validate and reinforce play that
occurs within all age stages.

8. Vygotsky’s Theory of Social Interaction and
Learning
Vygotsky’s theory was that children grow cognitively by interacting with
adults and peers. By giving children verbal directions, asking
probing questions, and physical assistance, teachers can help
children improve skills and acquire more knowledge. Interacting
with other children allows them to respond to others actions and
questions.
Fostering positive relationships is a large part of what the creative
curriculum is. They are taught the skills they need to make friends,
share, problem solve, and have good relationships with peers and
the teachers.

9. Conclusion
As you can see through the other slides, there are many links to
creative curriculum to some of the theories and theorist that we’ve
learned about. The entire basis of this curriculum was created on
these theories and how to best apply them to children’s learning
and development. With the knowledge that we have now of all the
different ways that children learn and develop, this curriculum is
able to base learning on these standards.

10. What should families know?
• Research based
• Effective
• Focuses on main areas of development
• Promotes play and creativity
• Builds strong family/teacher relationships
• Children learn through teacher support
• Assessments and portfolios kept on each child
• Multiple parent teacher conferences throughout the year

11. References
The Creative Curriculum- Early Childhood Education: Infants, Toddlers,
and Twos; Parents and Family Child Care Curriculum Overview-
Teaching Strategies, LLC. (n.d.). Retrieved November 10, 2016, from
https://teachingstrategies.com/curriculum/
Erik Erikson (1902-1994). (n.d.). Retrieved November 11, 2016, from
http://www.goodtherapy.org/famous-psychologist/erik-erikson.html
What Works Clearinghouse. (2009). The Creative Curriculum for
Preschool. WWC Intervention Report. What Works Clearinghouse.
McLeod, S. (1970). Jean Piaget. Retrieved November 10, 2016, from
http://www.simplypsychology.org/piaget.html

12. References Continues
Lillard, A.S. (1993). Pretend Play Skills and the Child’s Theory of Mind.
Child Development. 64 (2), 348. doi: 10.2307/1131255