Problem Solving and Creative Learning
CYPOP 7: 1.2: Explain current theoretical approaches to creativity and creative learning in early childhood.
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
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