CYPW children and
young people's workforce
CYPOP 7 Promote creativity and creative learning in young children
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Suggestions for places to research and professional
books to try and access
These
will support your study
Page
402 of this level 3 handbook on amazon.co.uk
or
CYPOP promote creative and creativity chapter
CYPOP 7 forum thread - this includes
information for cypop 30 which is useful but not necessary for cypop7
and vice versa if you're studying CYPOP 30 - information for cypop7
is supportive but not a requirement.
Developing young children's creativity: what can we
learn from research Caroline Sharp
About creativity on Education Scotland.gov.uk
and exploring creativity - handsonscotland.gov.uk
Forum search
page for locating information on specific criteria
Verb list - know how to analyse by researching,
comparing and contrasting
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Please remember not to copy and paste information
from the internet
avoid
plagiarism and invalidating your work
This and all pages of Silkysteps are indexed
by search engines, copying can be traced
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The following
is based on the CYPOP 7 OCR unit content © OCR 2010 pdf
NB outcomes that expect you to 'Be Able
To' ought to be assessed in your workplace
as recommended in the OCR unit. The links below aim to support you
in your research and professional knowledge.
Outcome 1 expects you to ..
Understand the concepts of creativity
and creative learning and how these affect
all aspects of young children’s learning and
Concepts are the differing views
that people have as to how children learn creatively and what the
capacity to be creative involves - what is creativity
1.1 Analyse
the differences between creative learning and creativity
forum thread to help
1.2 Explain current theoretical
approaches to creativity and creative learning in early childhood
Please check with your course provider about the named
theorists you're expected to study. There are many to select from
and guidance will help you focus and enjoy your research much more.
forum thread to help
Ken Robinson
Robert Sternberg - views creativity
and creative learning as intelligence - tri-archic theory
Howard Gardner - views creativity
and creative learning as an intelligence: project zero &
reggio emillia drawing a
city
and eight
intelligences - background information on business balls
Graham Wallas - views creativity
and creative learning as a process and how new ideas emerge - 5 stage
model
preparations,
incubation, intimation, insight/illumination, verification.
Edward De Bono - creative thinking
needs to be planned and organised and problem solving requires a process
model - six thinking hats
Donald Winnicott
Nature and nuture debate - leave
or intervene?
Social, cultural and role models - how a culture might support creativity and role modelling
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1.3 Critically analyse how creativity and creative
learning can support young children’s emotional, social, intellectual,
communication and physical development
Link this criteria to your home nation's early years framework and its areas
of learning. Use what you know about creativity and creative learning
to examine how it impacts and supports children's development
eg:
"The area of personal, social and emotional development
is about
-> development of a positive sense of self and others
-> formation of positive relationships
-> development of respect for others
-> development of social skills
-> management of feelings
-> understanding of appropriate behaviour in groups
-> confidence in own abilities (Child development and
illustrated handbook 2013)
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Outcome 2 expects you to .. Be
able to provide opportunities
for young children to develop their creativity and creative learning
2.1 Demonstrate in own practice
how to promote creativity
and creative learning
Consider how you
use open ended resources - loose parts in your work, sustain thinking, give time for children to explore
and examine for themselves, support their ideas, encourage continued
investigation ..
2.2 Explain why young children
require extended and unhurried periods of time to develop their creativity
forum thread to help
Promoting
creativity and creative learning may include:
developing imagination and imaginative play
eg:
Source quote: google cache cypop7
"At first, the brain forms separate images,
similar to a still photograph.
Educational psychologist Jean Piaget thought that the period
from one to two years was the most difficult to study, because images
are internal; it is not possible to know what is imagined by a toddler,
who is only just beginning to talk and pretend. Gradually, children
develop connected images, similar to a film. The technical way of describing
this process is that imagery becomes more mobile. Once imagery is mobile,
the imagination can develop. The imagination is important because this
is the way in which the human brain puts together and rearranges past
experiences in new ways. The imagination transforms experience and
supports creativity.
Even though we cannot see the images in a child’s brain,
we can help the imagination to develop;
for example:
● The adult models imaginative thoughts – for example,
pretending to eat a biscuit, by picking upa piece of card and pretending
to munch it.
● When looking at a conker in its spiky case, the adult
might say, ‘It looks like a hedgehog’.
● If a child says, ‘Monkey’, when looking through the bars
of a staircase, after a visit to the zoo, he or she has an image
of the cage and has used the experience of the staircase to imagine
him or herself as a monkey in the cage. The adult saying something like,
‘Yes, you are like the monkey in the cage, aren’t you?’ will encourage
the imagination."
traditional creative arts
Based on source: google cache cypop7
"Art
and craft activities include traditional creative arts which have
been practised for centuries representing, promoting and building on
an individuals culture and their cultural understanding eg. their upbringing,
heritage, perspectives, an example is needlecraft and sewing, as well
as modern inventions and personal interpretations such as tie-dying fabrics.
Although most arts and crafts require a combination of
patience, skill and speed, many of them can be learned at a basic
level by everyone, including young children. Tradtiional arts can
be organised into categories such as:
● paper and canvas: calligraphy, card- making, collage,
drawing, marbling, painting, pattern- and print- making, papier-
mâché, paper- making, origami
● fabrics and textiles: crocheting, embroidery,
felting, knitting, lace- making, patchwork, quilting, rug- making,
sewing, string art, tapestry, tatting, t- shirt art, weaving
● wood, metal or clay: carpentry, joinery and woodworking,
wood turning, jewellery making, marquetry, metalwork, pottery, sculpture,
mosaic work with tiles
● plants and materials: string, basket weaving,
beadwork, willow, grass and corn-doll making, dolls and toy-making,
traditional egg decoration, floral designs, flower pressing and
fruit/vegetable drying, glassblowing."
music, dance and movement
areas of learning such as mathematics, problem
solving and exploration
ICT
Outcome 3 expects you to .. Be able to
develop the environment
to support young children’s creativity and creative learning
3.1 Explain the features of
an environment that supports creativity and creative learning
eg. type of resources
and areas of play, space, a culture or setting ethos that supports
enthusiasm, a positive approach and curiosity, light and dark areas,
warm and cold areas, wet and dry areas.
3.2 Monitor and evaluate the
effectiveness of aspects of the environment in supporting young children’s
creativity and creative learning
consider how you
check if things are successful/effective or not. What works well,
what doesn't? What ongoing ways do you montior - are you able to make
observations of children using areas creatively, which resources are
used most frequently, by whom, which are not used at all? A floor plan
a map of your setting can help examine what's what and where.
Outcome 4 expects you to .. Be
able to support the development of practice in
promoting young children’s creativity and creative learning within
the setting
4.1 Evaluate and reflect on
own practice in promoting creativity and creative thinking.
Consider how you
feel about creativity, creative learning and what you know about
it. What sort of activities do you enjoy taking part in and how do
you promote that through your interactions with children?
4.2 Support others to develop
their practice in promoting creativity and creative learning
What ideas about
creativity and creative learning do you share and discuss with colleagues,
parents, other professionals?
4.3 Develop a programme of change
to the environment to enhance creativity and creative learning giving
a justification and expected outcomes for each area of change
How to go about developing a 'programme of change'
- action plan sample
activity ideas - good if you're
in a temporary placement or feel that you have a reduced impact or
influence over the creative provision in your setting.
forum thread to help
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