Promoting Creativity and Creative Learning in Young Children - Assignment Example

Promoting Creativity and Creative Learning in Young Children 1 Analysis of the differences between creative learning and creativity Creative learning and creativity definition Creativity and creative learning involve different elements. Within the educational setting, creativity includes the use of traditional creative elements and the use of imagination and role play. Creativity includes emotions and expressions (Jeffrey and Craft, 2006). In effect, the highlight of creativity is not solely on achieving the end goal but is more about learning from the process. Creative learning involves assistance accorded to children, helping them develop their imagination as they explore objects and consider problem-solving skills (Jeffrey and Craft, 2006). It involves ensuring opportunities for children making connections within specific learning areas, and guarantee that these children relate to these learning areas. Creative learning activities may often be focused on specific goals. Creative thinking is free and open (Runco and Pritzker, 1999). It also uses both convergent and divergent thinking in ensuring creative problem solving techniques. In thinking creatively, one idea may emerge from convergent thinking, and vice versa for divergent thinking (Runco and Pritzker, 1999). Creative and creative learning and children’s overall development Creativity and creative learning supports children overall development because creativity allows the children to be involved in a trial and error learning (Fasko, 2001). It also supports collaboration, curiosity, as well as experimentation, thereby allowing the children to be as free as possible in their learning process. Through creativity, more freedom is allowed for children, allowing them to make discoveries in learning for themselves (Fasko, 2001). There is a huge degree of play involved in learning as children explore a problem, as they think of abstract processes on how to manage such problem and how they can apply such solutions to the concrete issue. Games and creativity are often seen as frivolous activities; however, these activities often involve mental efforts, calling for the children’s participation in managing problems. It prompts them to collaborate and simulate actual scenarios (Thomas, 2013). Play allows abstract ideas to be more relevant in the children’s mind, ensuring that an abstract idea would have more meaning to them. In order to support creativity in the classroom setting, some academics advise on the importance of leaving the concept of the teacher-authority figure behind. Students therefore have to be encouraged to ask their teacher questions. Where interaction sets in, collaboration follows, with possibilities for creativity being introduced. In other words, creativity and creative learning arms children with the necessary skills involving collaboration, independence, and exploration, skills they would need in order to support their general development. It is therefore important to ensure that the professional development of teachers would include the ability to develop creative processes in teaching and learning (Thomas, 2013). Areas of development: creativity and creative learning Creativity and creative learning impact different areas of development in children. Play-based activities and learning can be applied in this case with children learning in an encouraging and active setting (Bruce, 2004). Play is presented here for its benefits in terms of children’s cognitive, emotional, social as well as physical development, which are all crucial to creativity. In relation to personal, social and emotional development, creative learning and creativity allow children to choose and use activities and tools on their own. This would include allowing for the children to take turns and to share resources in times of imaginative play (Hodder Education, 2014). In terms of communication, this would include listening and using spoken and written language. Children would be taught how to talk about what they are painting or drawing with other children or with adults. Problem-solving and numeracy can be enhanced by creative learning and creativity as children learn new concepts, such as the concepts of full and empty during water plays (Hodder Education, 2014). A higher understanding of the world can be set through an exploration of different qualities of materials, including differences in wet and dry sand, where wet sand can be made to shape objects. Physical development creative learning and creativity can be built with the development of dexterity as well as eye-hand coordination during drawing and painting activities using models (Craft, 2002). Environment The environment has a crucial impact on a child’s learning. An appropriate learning structure helps the child understand the environment, allowing him or her to make better creative decisions. Where there are too few or too many options, their motivation and success can be diminished (Ellyatt, 2010). While infants inherently have creative qualities and are often predisposed to play, they are unlikely to develop creative links unless given the opportunity and exposure for creative growth. The demand for the practitioners is to encourage play by creating an environment which supports creative learning. Outdoor play can benefit these children well, especially as they are able to revisit their experiences and start to take responsibility for risks. The responsibility of practitioners is to ensure the safety of the environment and to provide sufficient resources for the environment (Ellyatt, 2010). Children need places to play, where they can climb and be taught about safety and responsibility. They need places where they can run, jump and skip. They need places where they can move and where they can also be still. This would include bars where they can swing, mounds, they can climb and outdoor seats and tables they can play with other children (Knight, 2009). Depending on the type of activity involved, different resources can be included and various settings/environments can be created to promote the child’s creativity and creative learning. 1:2 Explain how current theoretical approaches to creative learning can support children learning and creative learning in early childhood • Explain the nurture vs nature according to {ROUSSEAU LOCKE} theories This theory refers to the value attributed to one’s innate qualities or one’s nature when compared to a person’s personal experiences (nurture) in relation to one’s manifesting behavioural qualities (Yolton, 1971). According to John Locke, humans acquire all their behavioural qualities from ‘nurture.’ He discusses that humans only develop their traits based on environmental impact. Rousseau further added to Locke’s theory as he discusses how people are products of their environment. In relation to the nature side, the theory basically indicates that one’s genetic traits already predispose and determine one’s behavioural traits (Tobias, 1974). Locke and Rousseau support the nurture aspect of this theory. In relation to learning both the nurture and nature elements are given credence with specific natural genetic qualities and his environment and upbringing affecting the child’s general behaviour, learning, and manifested traits (Gianoutsos, 2006). • Explain the Cognitive theories according to HOWARD GARDNER, ROBERT STERNBERG Gardner’s multiple intelligences refer to the theory which distinguishes intelligence into various modalities. Intelligence in this case is not seen as a single ability (Gilman, 2012). The criteria for such multiple intelligences include: musical-rhythmic, visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinaesthetic, interpersonal, intrapersonal, and naturalistic. • Explain the Social model according to {ALBERT BANDURA} This theory discusses how direct reinforcement may be responsible for various kinds of learning. According to Bandura, there is a social aspect to the learning, with people able to learn by watching other people (Cherry, 2013). This relates to observational learning. Basic learning concepts include the fact that people can learn by simply observing and then imitating behaviours observed. Another observation is that mental states are crucial to the learning process with learning not necessarily leading to better behaviour (Cherry, 2013). When behaviour is observed, learning may not automatically ensue, but with attention, retention, reproduction, and motivation, learning can be better ensured. Role modelling theory by Bandura The role modelling theory is also related to the social modelling theory by Bandura. This theory recognizes how children often observe people around them, especially those which they eventually consider their role models (McLeod, 2011). These role models may include their parents, older siblings, characters on their favourite TV show, teachers, or friends in school. Such role models manifest behaviour which they often encode and emulate. Some of these children often choose to follow the behaviour manifested by their same gender (McLeod, 2011). Reinforcement for such role model behaviour may end up being positive or negative. In general, a child identifies with his or her role model, often observing and taking on their behaviour, values, beliefs, as well as attitudes. • Explain the Creativity as a process according to {GRAHAM WALLAS} theories Graham Wallas believes that creativity is a process, one which involves preparation, incubation, illumination and verification (Popova, 2013). The preparation process includes the investigation of the problem from all angles with resources accumulated for research, for planning, and for entry into a mental frame of mind. The incubation process refers to the stage where no specific effort is yet to be used on the issue (Popova, 2013). There is no conscious discussion of the issue, but time is spent on mental work and processes as well as the resolution of other problems. Illumination follows the incubation stage where there is a light of insight set which the conscious self may not be able to conjure. The processes incubated or contemplated in the incubation period emerge freely and are not ready to be used as new data (Popova, 2013). Lastly, the verification stage includes a conscious effort towards evaluating the validity of the idea and formulating the idea into its more exact form or setting. Formulating the ideas contemplated, calculated, and deduced culminates in the verification stage. Explain cultural approaches to learning Cultural learning styles were first introduced in the writing of Lyndon Johnson and his book War on Poverty, where his writings mostly focused on the critical importance of amelioration in order to improve the educational experiences of the poor. The cultural styles of learning came about from the efforts of the researchers to relinquish the deficit-model theory where cultural processes, which are different from the dominant groups, were considered inadequate (Cole and Bruner, 1971). Another approach suggested is denying cultural differences; however, this has also translated to considerations of dominant group practices being the norm. This style of learning provided another perspective mostly through characterisations of various groups in relation to respectful value judgments, which also discard judgments in relation to value hierarchies (Gutierrez and Rogoff, 2003). These theories therefore suggest the importance of recognising cultural differences, but not allowing these differences to be barriers or determinants in learning skills for students (Gutierrez and Rogoff, 2003). • Explain the Lateral thinking according to {EDWARD DE BONO} theories Lateral thinking involves the resolution of issues using the indirect and creative approach, applying reasoning which may not immediately be apparent with ideas that may not be easily accessible. Logic plays a huge role in lateral thinking (De Bono, 1970). It is a type of thinking that does not associate itself with traditional perspectives of creativity. Thinking tools include the ideas-generating tools which are meant to veer away from the usual thought patterns. Focus tools are also thinking tools, according to De Bono (1970), especially those which are meant to expand the area where new ideas are considered. Harvest tools are those which are meant to produce more value. Lastly, treatment tools are those that are intended to evaluate actual issues and resources. • Explain how these theories is use in childcare setting These theories are applicable in the actual childcare setting as they provide ideas and resources for practitioners to use in terms of their development of effective learning tools and information for their child learners (Fisher, 2007). These theories suggest how well children may or may not respond to specific types and styles of learning. In effect, the adjustments can be made based on these theories in order to secure goals for these children-learners. 1:3 Critically analyse how creativity and creative learning can support children’s emotional, social, intellectual, communication and physical development Explain how practitioners can promote children creativity and creative learning in children, in the setting Creativity and creative learning can support the emotional, social, intellectual, communicative and physical development of children by primarily providing enticing, engaging and collaborative processes for learning (Griffiths, 2009). In terms of personal, social and emotional development, this process involves using resources independently. This development process can be secured when children are taught to take turns in undertaking various activities and in using toys during imaginative play activities. Communication, language and literacy usually relate to the enjoyment of listening to and applying written language, as well as using such language during play and during the learning process (Griffiths, 2009). Simply teaching the children to discuss and share about what they are working on with other children or with their teachers already relates to the communication process. Problem solving mostly relates to mathematical activities and methods in resolving practical issues, learning new ideas from one’s activities. The knowledge and understanding of the world can be sought as objects are investigated applying all senses (Kalliala, 2006). The physical development here relates to the management and use of tools and objects with improving control and dexterity. Creative development includes the expression of ideas and thoughts, applying different materials, tools, movements, including songs and instruments. Under these conditions, practitioners must allow for opportunities for children to develop their creativity and creative learning by exploring various materials, learning about qualities of materials, developing fine motor skills, developing problem-solving applications, and understanding the world and what they can bring to it (Pound, 2005). Creativity and creative learning can be secured via imaginative play, the use of creative arts, including music, dance and movement, as well as the expansion of various learning areas. References Bruce, T., 2004. Developing Learning in Early Childhood. London: Paul Chapman Publishing. Cherry, K., 2013. Social Learning Theory: An Overview of Banduras Social Learning Theory [online]. Available at: http://psychology.about.com/od/developmentalpsychology/a/sociallearning.htm [Accessed 10 June 2014]. Cole, M., & Bruner, J. S., 1971. Cultural differences and inferences about psychological processes. American Psychologist, 26, 867–876. Craft, A., 2002. Creativity in the Early Years. New York: Continuum International Publishing Group Ltd. De Bono, E. 1970. Lateral thinking: creativity step by step. New York: Harper & Row. Ellyatt, W., 2010. 8 A science of learning: new approaches to thinking about creativity in the early years [online]. Available at: http://www.demos.co.uk/files/Born_Creative_-_web_-_final.pdf#page=91 [Accessed 09 June 2014]. Fasko, D., 2001. Education and creativity. Creativity research journal, 13(3-4), 317-327. Fisher, J., 2007. Starting from the Child: Teaching and Learning from 3 to 8. California: Open University Press. Gianoutsos, J., 2006. Locke and Rousseau: Early childhood education. The Pulse, 4(1), 1-23. Gilman, L., 2012. The Theory of Multiple Intelligences. Indiana University [online]. Available at: http://www.indiana.edu/~intell/mitheory.shtml [Accessed 10 June 2014]. Griffiths, F., 2009. Supporting Children’s Creativity through Music, Dance, Drama and Art. London: Routledge. Gutiérrez, K. D., & Rogoff, B., 2003. Cultural ways of learning: Individual traits or repertoires of practice. Educational researcher, 32(5), 19-25. Hodder Education, 2014. Promote creativity and creative learning in young children: Unit CYPOP 7 [online]. Available at: http://www.google.com.ph/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact=8&ved=0CDUQFjAC&url=http%3A%2F%2Fwww.hoddereducation.co.uk%2Fgetmedia%2F17883c9c-3cf8-4c1a-9a58-8de37f5ed2a1%2FCHAPTER-22.aspx&ei=KhqbU-bsIoPjoATN0oG4BA&usg=AFQjCNFFp1Brykp_r3kwg49dwIJTJr3Xhg&sig2=e4RihdE9UMv6RPZevGByyA [Accessed 10 June 2014]. Jeffrey, B. and Craft, A., 2006. Creative learning and possibility thinking. London: Routledge. Kalliala, M., 2006. Play Culture in a Changing World. London: Open University Press and McGraw Hill. McLeod, S., 2011. Bandura - Social Learning Theory [online]. Available at: http://www.simplypsychology.org/bandura.html [Accessed 10 June 2014]. Pound, L., 2005. How Children Learn: From Montessori to Vygotsky – Educational Theories and Approaches Made Easy. New York: Step Forward Publishing Ltd. Popova, M., 2013. The Art of Thought: Graham Wallas on the Four Stages of Creativity [online]. Available at: http://www.brainpickings.org/index.php/2013/08/28/the-art-of-thought-graham-wallas-stages/ [Accessed 09 June 2014]. Runco, M. A. and Pritzker, S. R. (Eds.), 1999. Encyclopedia of creativity (Vol. 2). London: Elsevier. Tobias, P. V., 1974. IQ and the Nature-nurture controversy. In. A. H. Halsey (Ed.), Heredity and Environment. London: Methuen & Co LTD. Thomas, K., 2013. Play is the cornerstone of creative learning [online]. Available at: http://www.theguardian.com/teacher-network/2013/oct/15/play-creative-learning-roundtable [Accessed 10 June 2014]. Yolton, J. W., 1971. John Locke and Education. New York: Random House. Read More