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Chapter 15Nurturing the Development of the Creative Self
ECD 110 – Early Childhood Growth and DevelopmentKim Sutton, M.Ed., Instructor
Creative Arts Expression
DEFINITION
Participation in a range of activities that allow for creative and imaginative expression
Music
Art
Creative movement
Drama
Creative Arts Expression
The creative arts invite children to
Observe
Discuss
Move
Solve problems
Imagine using multiple modes of thought and self-expression
Creative Arts Expression
Assists in
Fostering emotional health
Enhancing self-esteem
Enhancing self-worth
Fostering cognitive growth
Creating a unique product or idea leaves people feeling good about themselves
What is Creativity?
THE LIFE FORCE OF PLAY AND EARLY CHILDHOOD
Four Essential Components of the Creative Process Fluency - produce a number of different ideas
Flexibility - approach situations and develop solutions from a number of different perspectives
Originality - have a novel or new idea
Elaboration - extend ideas
E. Paul Torrance – The Torrance Tests of Creative Thinking (TTCT)
Creativity Supports Emotional Development
Helps children express their emotions
Helps develop multiple intelligences
Developed by Howard Gardner in 1983
Challenged the traditional idea that intelligence is measured only by tests of language and mathematical skills
Believes true intelligence is defined by one’s ability to solve problems and offer creative responses
Every individual possesses at least eight differenttypes of intelligence in varying degrees
Mu
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Creativity Supports Emotional Development
How teachers can help
Encourage children to express their feelings through creative activities
In discussing children’s work, ask how they felt
Play different types of mood music and discuss
Creativity SupportsSocial Development
Creativity is often a social act for children
Children learn to pay attention to others
Children learn the rules of social give-and-take
Children gain a connection to other people
How teachers can help
Encourage children to work in pairs or small groups
Discuss children’s creative ideas with others
Display children’s work together
Encourage constructive critiquing
Creativity SupportsPhysical Development
Creativity develops fine motor skills
Drawing
Cutting with scissors
Tearing
Working with wire and clay
Painting
Eye-hand coordination activities
How teachers can help
Frequent free choice activities with tools and instruments
Provide arts/communication center with various markers, crayons, pencils, scissors, beads, etc.
Creativity SupportsPhysical Development
Creativity develops gross motor skills
Woodworking
Large construction projects
Mural painting
Dance
Theater
How teachers can help
Offer plenty of movement and dance activities
Challenge children to use their bodies in novel ways
Encourage large construction projects
Creativity SupportsLanguage and Literacy Development
Combine verbal story telling with artistic creation
Dictate children’s stories; display their words and creations
Encourage children to work together and language will flow
Group work requires children to communicate with each other
Incorporate listening and music activities
Listening is often the first aspect of language learning
Offer musical instruments to explore, listen to, and discuss
Creativity SupportsLanguage and Literacy Development
Ask open-ended questions about children’s creative work
Teacher can use open-ended questions
Teacher can encourage children to talk to each other about their creations
Offer tools and materials to develop eye-hand coordination
Ability to write develops from drawing and scribbling
Creativity SupportsCognitive Development
Creativity helps develop attention and memory skills
Creativity involves divergent thinking skills
Creativity involves exploration and problem solving
Creativity enhances mathematics learning
Less and more – painting and coloring
One-to-one correspondence – matching colors and shapes
Grouping and classification – complex drawings
Patterns and progressions – music training
Creativity SupportsCognitive Development
Creativity enhances science learning
Children use the scientific method while creating
Children learn about physics as they explore the physical properties of materials
How teachers can help
Respect children’s ideas
Value divergent thinking
Encourage children to explore, experiment, make mistakes
The Stages of Development in Children’s Creativity
FIRST STAGE
Exploration of Materials
More interested in the material itself and investigating its properties
Use all their senses to manipulate and explore materials and tools
The Stages of Development in Children’s Creativity
SECOND STAGE
Nonrepresentational stage
More skill in using tools and materials
More design and intention but not clear symbols
Refrain from asking “What is it?”
The Stages of Development in Children’s Creativity
THIRD STAGE
Representational stage (pictorial)
Deliberate attempts to create something specific
Peak period between 4 and 6 years
Coincides with Erikson’s Initiative versus Guilt stage
Reaching out
Exploring
Experimenting
Increase in creative behavior
Implications for Teachers in Nurturing Children’s Creativity
Allow countless opportunities for creative experiences and exploration
Fundamental to the creative experience
Focus on process not product
Some recognizable result or finished product is not a reasonable creative goal for children in the early years
Implications for Teachers in Nurturing Children’s Creativity
Use LOTS of self-expressive materials to foster the creative self
Painting
Collage
Dough and clay
Woodworking
Sewing
Dance
and much, much more
Implications for Teachers in Nurturing Children’s Creativity
Make self-expressive opportunities available for children with disabilities
Provides the opportunity to take control
Provides the opportunity to make independent choices
Provides the opportunity to experience success on their own terms
Foster an appreciation of beauty
Children’s center should be aesthetically appealing
Display children’s work in an attractive way
REMEMBERTeachers Should...
Provide opportunities for creative expression every day
Avoid making models for children to copy
Emphasize the process rather than the product
Allow plenty of time and opportunity to use the materials
Allow the children to freely explore the materials
