CHCECE010 session eight

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Information about CHCECE010 session eight

Published on April 6, 2014

Author: jeanniekuwert

Source: slideshare.net

CHCECE010 Support the holistic development of children in early childhood Session Eight – 07-08/04/14 Adapted from Michelle Donadel’s slides

Today Explore children’s creative development E6. Create an environment for holistic learning and development  6.1 Support and initiate inquiry processes, try new ideas and take on challenges  6.2 Provide resources and materials that offer challenge, intrigue and surprise  6.3 Assist to promote children’s sense of belonging and connectedness  PE - providing a variety of experiences and environments to support the different areas of children’s development (including a combination of physical, creative, social, emotional , language and cognitive)

Your creativity  My parent’s thought………

Your creativity  In my early schooling ………….

Your creativity  In my later education …………….

Your creativity  Three creative monsters  1  2  3  Three creative champions  1  2  3

About Creativity  The individual way we express ourselves and communicate our ideas to others  About how we make sense of what we see, hear, taste, smell and touch  How we express what we think and feel about what we see, hear, taste, smell and touch  Linked to originality in that it involves our own unique way of seeing, understanding and responding to the world around us  About expressing our ideas, emotions and feelings in ways that perhaps Watch http://www.youtube.com/watch?v=mQtLOu99BfE difficult to describe in words

Setting the scene • Children’s creativity is connected to all five Learning Outcomes in the EYLF (DEEWR, 2009) • Outcome 4 highlights creativity as an important learning disposition that impacts on learning throughout life • Outcome 5 ‘Children express ideas and make meaning using a range of media’ (EYLF, p.42) • Evidence of this outcome would be children:  Imagining and creating roles, scripts and ideas  Sharing stories and symbols of their culture  Re-enacting stories  Using the creative arts such as drawing, painting, sculpture, drama, dance, movement, music and storytelling to express ideas and make meaning  Experimenting with ways of expressing ideas and meaning using a range of media  Beginning to use images and approximations of letters and words to convey meaning (EYLF, p 42)  Educators need to be creative thinkers who innovate, value originality and use their imagination

How might we support children’s creativity? In the physical environment  Provide lots of open-ended, natural and ‘found’ materials  Make available a range of materials that encourage creative expression- eg. Paints, blocks, paper glue, textas, pencils and crayons  Include beautiful objects such as stones, shells, flowers, art, prints, fabric and baskets  Improvise equipment and materials- eg. Making a teepee with sticks  Support children to feel a sense of ownership of, and responsibility for equipment and materials- let them choose and help them learn to care for things

How might we support children’s creativity?  In learning opportunities offered  Teach children techniques- e.g. Wiping a brush on the side of the paint pot to prevent dripping, using the right amount of glue  Give babies and toddlers sensory experiences and opportunities to explore and experiment with materials  Introduce children to a variety of excellent examples of creative expression in art, architecture, inventions, music and dance  Use a range of books, stories and other media that lead to loving beautiful, powerful text  Allow big blocks of time and encourage efforts that extend over days or weeks  Integrate various types of music into the curriculum  Adopt a creative approach to routines- e.g. collaborating with children to turn lunchtime into a restaurant re-creation  Plan opportunities for children to collaborate with each other and to be open to others’ perspectives

How might we support children’s creativity?  In interactions with children  encourage children to pursue their own original ideas, interpretations and expressions  Show that you value diversity and difference  Involve the children in critical reflection and solving real problems  Promote collaboration-highlight the benefits of bringing creative minds together  Allow children to make mistakes and help them to see that these can spark new learning  Model and demonstrate, improvise and make innovations  Ask children genuine open-ended questions, encourage them to ask questions and help them to find their own answers and solutions to problems  Encourage initiative, value ‘having a go’  Contribute useful and encouraging comments about children’s efforts when they are being creative

Gimmicky activities  Many activities are offered to children and called creative when they have very little creative value. Some examples are: • Butterfly painting • Bubble painting • Golf ball painting • The product of these is a result of random chance so has little to do with the child expressing themselves • Colouring in involves more control but is destructive to creativity because it often is used to replace free hand drawing and presents an unachievable adult picture model that children can’t produce themselves • Activities are only creative if:  They allow children to express themselves  Children have control over the material they are using  They involve children in using their imagination freely  They involve originality and inventiveness

The little boy  http://home.bresnan.net/~cabreras/theb oyo.htm

• Creativity requires us to use higher level thinking skills • Creativity requires us to:  Observe  Analyse  Hypothesise  Test  Problem solve  Discover  predict  Communicate our ideas Creative and Cognitive Development

Referred to as the father of the Reggio Emilia approach to the early childhood experience, introduced the concept of the 100 languages of children He felt that for many situations words were a clumsy way for children to express their ideas and understanding He felt that there were so many other ways- paint, pen, clay, music, modelling, shadow puppets, dress ups were just a few mediums in which children could develop an understanding of their worlds Malaguzzi expressed his ideas in a poem called ‘The Hundred Languages of Children”(handout) http://www.youtube.com/watch?v=174pYUcwn7w Loris Malaguzzi

When children enter this world they come with a sense of awe, wonder and appreciation of the world around them Children seem to have a real interest and appreciation of what is beautiful. If we want them to maintain that sense of wonder then we have a responsibility to nurture this appreciation of beauty and power in all its forms - nature, music and art Basically it is part of our developing spirituality and desire for a world that is aesthetically pleasing Spirituality is difficult to define, as it is commonly associated with religion. However, in terms of understanding children’s development and working with them in a children’s service it relates more to the reverence for life and for beauty Spirituality

Aesthetics • Relates to our need to experience beauty • There is a part of us that finds some joy and peace in beautiful experiences or things • By providing an environment for children and staff that is aesthetically pleasing we have a great opportunity to encourage an appreciation of our world • We are in a way honouring life and the wonder that the world holds • We are also creating an environment that supports creativity

Creativity in Infants • Infants express creativity through their behaviour curiosity, playfulness and persistence are some of the traits we associate with creativity • Infants are learning through their senses in unique and original ways. The way they act upon things in their world would suggest creativity • Supporting infant’s creativity • Provide a range of sensory materials • They need things to see, touch, hear and taste • Time to explore

Creativity in Toddlerhood  They are into everything  They begin to express their ideas and feelings through imaginary and dramatic play  They tend to be highly creative in the way they explore and manipulate objects  They will start to feel good about what they can do and find out they will become more motivated to develop creative solutions to everyday problems Supporting Toddler’s Creativity  Providing opportunities for exploration and aesthetics  Opportunities to explore a range of materials  Providing them with space  Sensory experiences

Creativity in the Preschool • Creativity allow them to extend their understanding of the world and come up with a variety of solutions to particular problems • It allows children to express their own unique ideas and feelings • Creativity can be expressed within a variety of mediums • We need to encourage children to become creative thinkers so that they can solve future world problems in new and innovative ways Supporting Creativity  Provide a wide range of media and materials  Opportunities to paint, collage, mould and build  Using recycled materials  cubbies and dressups  We need to respond to creativity  If we want children to develop into creative thinkers we need to respect their creative pursuits

How art promotes development  Social/emotional:  Children express their feelings, they reflect their thoughts and emotions through colour, texture and media e.g. when happy they might use bright colours  Children express originality in their individual work e.g. who says pumpkins have to be orange? A child may use purple simply because it stands out more

How art promotes development  Physical  Refine small muscles e.g. tearing small pieces of paper, making lines with crayons or hitting a nail with a hammer  Art is all about fine motor

How art promotes development  Cognitive development  Children draw, paint and sculpt what they know.  As they translate their ideas and feelings into art they use their thinking skills to plan, organise, select media, and represent their impressions  They experiment with various media and learn about cause and effect and use trial and error

How art promotes development  Language/communication  Children often talk about what they are doing and respond to questions about their creations  Teachers can write down what children say about their work as a permanent record of the experience  Art fosters vocabulary development as children learn and use related technical vocabulary: sculpture, palette etc.

How music and movement promotes development  Social/emotional  Often shared experiences so children feel part of the group  Different kinds of music can evoke different feelings and actions in children e.g. lively music can lift the children’s spirit, quiet music can calm and soothe  Children use their bodies to express different kinds of emotions e.g. excitement, anger, sadness  Sharing a song or dance learned at home helps children feel good about themselves and their culture  Children develop simple social skills e.g. co- operations as they do ring around the rosy’

How music and movement promotes development  Physical skills  Children work on gross motor development and explore the many ways their bodies can move  Through movement they can improve large muscle skills, balance and coordination  They strengthen small muscle skills as they learn finger plays and play musical instruments

How music and movement promotes development  Cognitive skills  Children solve problems wile engaged in music and movement activities  They use logic and reasoning to figure out how to make a scarf fly like the wind or which instrument makes a thunder sound  They create patterns with words they sing or chant, with motions they make with their bodies and with musical instruments  Children learn about number concepts as they clap their hands and stomp their feet four times or they sing number songs  They think symbolically when they pretend to walk like an elephant or hop like a bunny

How music and movement promotes development  Language  Children develop and refine their listening skills as they notice changes in tempo and pitch of music and adapt their dancing or clapping  They learn new words (vocabulary) and concepts through songs and movement e.g. heads and shoulders, knees and toes  They practice following directions  They develop phonological awareness as they play with the sounds and rhythms of language  They learn concepts of print as they look at the words of their favourite song on a chart or in a book

How blocks promote development  Social/emotional  In this area children negotiate for materials they want to use, determine how many children can work in the area, care for materials, and follow rules/expectations for safe block play  They exchange ideas, develop the ability to see other peoples point of view or idea e.g. one child’s view on building a zoo might differ to another's

How blocks promote development  Physical  Children’s small muscles develop when they carry and carefully place blocks to form bridges or make an intricate design  They gain strength in their large muscles using hollow blocks  They improve hand-eye coordination when they carefully balance blocks so they won’t tumble

How blocks promote development  As children experience the world around them, they form mental pictures of what they see. Blocks allows them the opportunity to recreate these pictures in concrete forms  This is the basis for abstract thinking  Block play promotes a concrete understanding of concepts essential to logical thinking  Children learn about size, shapes, numbers, order, area, length, patterns and weight as they select, build with and put away blocks

How blocks promote development  Language  Children will often talk about their constructions when adults ask questions and show genuine interest  They increase their vocabularies when adults give them new words to describe what they are doing, and develop their writing skills by making signs for their buildings

Reggio inspired

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