Promote Creativity And Creative Learning In Young Children Argumentative

Learning outcomes:
1. Understand the concepts of creativity and creative learning and how these affect all aspects of young children’s learning and development. 1.1 Analyse the differences between creative learning and creativity. 1.2 Explain current theoretical approaches to creativity and creative learning in early childhood. 1.3 Critically analyse how creativity and creative learning can support young children’s emotional, social, intellectual, communication and physical development.

1. Understand the concepts of creativity and creative learning and how these affect all aspects of young children’s learning and development.

1.1 Analyse the differences between creative learning and creativity. Creativity is about assisting children in finding ways to express themselves through art. In this context it is about children discovering emotions and self-expression where children not only acquire skills but also have chances to explore different media. Creativity in this context links to EYFS in England and the Foundation Phase in Wales. Types of play included in creativity are:

Imaginative play including role play and small world play
Music
Design
Drawing, painting
Modelling and sculpting
Creative movement eg dance
Craft
Modelling and sculpting

Example – Music
When children move to music, this creatively allows for self-expression it is also an enjoyable social activity, this allows the child to be able to
develop their motor skills, balance and co-ordination. Singing and playing instruments is a fun way in which children learn to communicate, singing can also benefit a child’s speech. Creative Learning Creative learning is all about helping the children to develop problem-solving skills and imaginative thinking. It is about giving children chances to make connections between different areas and to apply them. Exploring of materials and objects

Problem solving e.g. construction, ICT
Imaginative thinking

Example – When a child play’s with toys, it allows them to explore and learn what direction to take, they can explore the shape, size and colour of an object. Problem solving can help to support a child’s confidence if they succeed, it can also help to build other skills such as concentration and perseverance. It allows a child to communicate, and help them to learn to listen to each other’s ideas and work as part of a team. Example of Exploring

By placing a variety of different objects on a table it will allow the children to explore what the objects can do and what they are able to make them do. This exploration gives children confidence and can be very motivating. Children can also benefit from the cognitive aspects of exploration as they learn to sort as a result of their exploration.

1.2 Explain current theoretical approaches to creativity and creative learning in early childhood. Most theories of child development see young children as highly creative and having a natural tendency to imagine, experiment and explore their physical and conceptual environment.

Understanding of creative learning varies from those who see creativity as freedom to express ourselves to those who connect it to self-discipline, practice and crafts. There are several different theoretical approaches aiming to explain creativity and creative learning. Being creative contains many processes.

Some of these approaches include:
Nature or nurture- Some people are believed to have a gift of music and playing an instrument comes naturally to them, where others think a child can be taught to play the instrument which is a result of nurture. Cognitive theories- these involve ways in which children are able to make connections between things and the way in which their brains process information. A child may look at an item and whilst studying the shape of it make a connection in their brain about another object that is the same or similar in shape. Theorists such as Robert Sternberg and Howard Gardner, argue that it is a type of intelligence when a child is able to make this type of connection. Within our work with children cognitive theories suggest that is essential to provide a lot of first-hand experiences for them so that they are able to develop knowledge and use this to draw on their own experience.

Social models- these are linked to role modelling and cultural approaches to learning. They focus on the fact that children need to be given the correct experiences and environment in order for them to be creative. We should always be open to new ideas. Role modelling- taking part and involving ourselves in children’s creativity, have a go ourselves at painting, problem solving and drawing etc. Graham Wallas put forward one of the first theories that creativity was a process, he proposed a five stage process Preparation- initial thoughts about a problem

Incubation- time spent thinking unconsciously about the problem Intimation-an awareness that an answer is within grasp
Insight-conscious awareness of the answer
Verification-the solution is then worked upon

1.3 Critically analyse how creativity and creative learning can support young children’s emotional, social, intellectual, communication and physical development.

The characteristics in creativity can support young children’s development in a number of ways.

Emotionally they learn how to manage frustrations if a project isn’t going to plan or can feel happy and proud and a sense of achievement when it is completed.

Socially children can build up self-confidence by working alongside or with others, creating something to share and this will help them to make friends.

Intellectually they are learning about problem solving, numeracy and developing their reading and writing skills.

Communication Children’s ability to communicate with others develops through creative play as well as their overall speech and listening skills.

Physically, creativity can help develop fine motor skills by children using materials such as crayons, play doh, sand, paint and glue. Participating in active activities such as dance also enhances the overall physical development of a child.

Reference-
Children and Young People’s Workforce. Penny Tassoni – published 2010 Heinemann. mhdez | December 2013