Chapter 2Promoting Creativity

ObjectivesTo understand the key role play and

exploration in developing creativityTo be able to discuss ways a teacher can

transmit positive acceptance to a childTo explain how a curriculum can be modified

to better encourage growth of creativity

Objectives (cont.)To be able to list at least four beliefs

associated with the philosophy of differentiated instruction in the early childhood curriculum

To understand the various ways of asking questions to encourage creative thinking

To comprehend how to encourage creativity in children at all age/grade levels

Key Terms and ConceptsExploration—Experience with an object or

idea that heads to an eventual realization of the specific use or purpose of the object or idea. A good example is the child’s first exposure to the computer. At first, the child engages in random punching of keys, exploring what the keys can do (pg. 20)

Key Terms and Concepts(cont.)Left-brained thinker—a person whose learning

preferences are based in the left hemisphere of the brain. The skills developed in this side of the brain are handwriting, understanding symbols, language, reading, and phonics. Other general skills best developed in this learner are locating details and facts, talking and reciting, following directions, listening, and auditory associations. All of these skills are most appropriate to what we expect all children to exercise in school(pg.19)

Key Terms and Concepts(cont.)Right-brained thinker—A person who thinks

from whole to part. This thinker doesn’t often sequence or put things in order. Instead, a right-brained thinker looks at things in an overall, or holistic way. Skills of a right-brained thinker lie in the ability to recognize, draw, and deal with shapes and patterns. Singing and music are right-brained activities, as is creative art(pg. 19-20)

Key Terms and Concepts(cont.)Differentiated instruction—a way of thinking

about teaching and learning. Its aim is to maximize each child’s growth by meeting each child where he or she is at and helping the child to progress (pg. 23)

Positive acceptance—unquestionable acceptance of each child’s unique approach to the world (pg. 22).

Creative questioning—questions involving the imagination, senses, and divergent thinking(pg26)

Key Terms and Concepts(cont.)Play—Equipped with the skills gained

through exploration, the child begins to have fun and experiences with an object or idea. (pg. 21)

Integrated curriculum—A curriculum in which the artificial divisions among content areas are reduced. It is often designed around a unit of study, centered on a specific theme or project. An integrated curriculum is the most appropriate one for encouraging children’s creativity (pg. 22)

Chapter 3The Concept of AestheticsThere are three basic ways to provide young

children developmentally appropriate aesthetic experiences in the early childhood programProvide many opportunities to create artProvide many opportunities to look at and talk

about artHelp children become aware of art in their

everyday lives Activity—list 10 things in your environment that a

child could view as art

ObjectivesTo be able to define aestheticsTo understand the importance of developing

aesthetic sensitivity in childrenTo come into touch with one’s own aesthetic

sensibilityTo describe specific things a teacher can do

to help children develop their aesthetic sensitivity

To explain the elements of art that are appropriate to discuss with children

Key Terms and ConceptsAesthetics—An appreciation for beauty and a

feeling of wonder. It is a sensibility that uses imagination as well as the five senses (pg.36)

Aesthetic sensitivity—Using one’s own specific taste or preference (pg. 41)

Aesthetic experiences—Experiences involving an appreciation of the beauty of nature, the rhythm and imagery of music or poetry, or the qualities of works of art (pg. 42)

Key Terms and Concepts (cont.)Art elements—Basic factors of art that can be

used to describe art. These elements include color, line, form or shape, space, and design. See the section “Language for Talking about Art” in the text for more information on each element (pgs. 43, 45)

The language of art is an expansion of the language of preschool—color, shape, line, size, empty, full, lighter, darker. “The bright red dresses in that painting give the dancers a lively look.” (pg. 45)