Creativity and Creative Learning
Creativity and creative development
Early year’s foundation stage
‘Children’s creativity must be extended by the provisions of support for their curiosity, exploration and play. They must be provided with opportunities to explore and share their thoughts, ideas, feeling’s, for example, through a variety of art, music, movement, dance, imagination and role play activities, mathematic, and design and technology’
Statutory framework 2.17
Creative Learning:
-Exploration of materials and objects
-Problem solving, construction, ICT etc
-Imaginative thinking
Helping children develop problem solving skills and imaginative thinking, providing children with the opportunities to make connections between different areas and apply them.
Heuristic play is a good creative learning activity for a toddler as a collection of random objects such as wooden spoons, pegs, wooden rings, jam jar lids, tins, cardboard tubes, chains etc for the children to explore and see what they can do with them.
Creativity:
-Imaginative play, role play and small world
-Music
-Creative movement, Dance
-Craft, Sewing
-Modelling and Sculpting
-Drawing, Painting
-Design
Creativity is about helping children to find ways to express themselves through the arts, crafts, music and movement; about exploring emotions and self expression- enjoying and learning from the process and having the opportunity to explore different media and materials.
Theoretical approaches
There are many theoretical approaches that aim to explain creativity and creative learning’ being creative evolves many processes and is a complex area.
Social models focuses’ on the environment that children are in and the role of the adult within the environment. The environment and the experiences the child has allowing them to be creative; social models include cultural approaches and role models.
Cultural approaches suggest that all children can be creative but depending on the environment this can be suppressed or
Early year’s foundation stage
‘Children’s creativity must be extended by the provisions of support for their curiosity, exploration and play. They must be provided with opportunities to explore and share their thoughts, ideas, feeling’s, for example, through a variety of art, music, movement, dance, imagination and role play activities, mathematic, and design and technology’
Statutory framework 2.17
Creative Learning:
-Exploration of materials and objects
-Problem solving, construction, ICT etc
-Imaginative thinking
Helping children develop problem solving skills and imaginative thinking, providing children with the opportunities to make connections between different areas and apply them.
Heuristic play is a good creative learning activity for a toddler as a collection of random objects such as wooden spoons, pegs, wooden rings, jam jar lids, tins, cardboard tubes, chains etc for the children to explore and see what they can do with them.
Creativity:
-Imaginative play, role play and small world
-Music
-Creative movement, Dance
-Craft, Sewing
-Modelling and Sculpting
-Drawing, Painting
-Design
Creativity is about helping children to find ways to express themselves through the arts, crafts, music and movement; about exploring emotions and self expression- enjoying and learning from the process and having the opportunity to explore different media and materials.
Theoretical approaches
There are many theoretical approaches that aim to explain creativity and creative learning’ being creative evolves many processes and is a complex area.
Social models focuses’ on the environment that children are in and the role of the adult within the environment. The environment and the experiences the child has allowing them to be creative; social models include cultural approaches and role models.
Cultural approaches suggest that all children can be creative but depending on the environment this can be suppressed or