Creative learning in early childhood
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There are many theoretical approaches to creativity and creative learning these are nature verses nurture this could mean that people are born with it or they learn it from life or other people. Some people believe that children will learn from watching other people this is called role modelling. Many may believe that creativity is a progress, this means that creativity will follow a pattern to make it happen, this will also help to build upon skills that will emerge. The cultural approach means that every child will be creative so many things will affect this. As practitioners we have to give and environment that will help children explore and be creative with how they want to be. Cognitive theories is when children make relations between different things, this theory look at how the brain puts things together, lots of opportunities need to be provided for the child to develop knowledge in lots of different areas.
Most theories of child development view young children as highly creative with a natural tendency to fantasize, experiment and explore their physical and conceptual environment. Understanding of creative learning differs from those who see creativity as freedom to express ourselves to those who link it to self-discipline, practise and crafts. Creativity is more about the process rather than the end product and this creative process is useful for many reasons, developing confidence, developing good relationships, finding out what talents and strengths we have and teaches us about who we are and what we love and what we can give to others.
Creative learning is seen to enable social skills, team work and shared problem solving through collaborative partnerships. The ‘Creative Partnerships’ programme was set up in 2002 by the government in response to the influential report ‘all our futures’. They use the term ‘creative learning’ to try and sum up their education programme. They believe creative partnerships can help liberate the creativity of everyone involved by engaging them in fresh approaches to learning through collaboration. They feel collaborative working has these key characteristics:
• Motivation for learning
• Bringing the curriculum to life
• Greater involvement in decision making
• New ways for learners to engage in a subject.
The QCA (creativity, find it and promote it 2005), promotes creativity as an integral part of all national curriculum subjects and identifies characteristics of creative learning as:
• Questioning and challenging conventions and assumptions.
• Making inventive connections and associating things that aren’t usually related.
• Envisaging what might be: imagining seeing things in mind’s eye.
• Trying alternative and fresh approaches, keeping options open.
• Reflecting critically on ideas, action and outcomes.
These characteristics and abilities have shown to lead to a sense of purpose, achievement of strengths, talents and interests, self-respect and a sense of belonging. This is about the environment and how supportive it at enhancing children’s creativity. Society has to embrace new ideas and we have to provide an environment where children can explore and be creative. Children learn by watching and being with adults.
we need to give them the opportunity to observe us being creative, whatever that is such as drawing and painting, solving problems, or being flexible This is about how new ideas emerge, and what the process is. Graham Wallas theory was that we go through a five stage process when being creative Preparation (thinking about a problem)
Incubation (time spent thinking unconsciously about a problem) Intimation ( being aware that an answer has almost been found) Insight (being aware of the answer) Verification (working on the solution)