Creativity and Young People

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Unit 51:

Support the Creativity of Children
and Young People

Unit code:

CYPOP 30

Unit reference number:

M/600/9807

QCF level:

3

Credit value:

3

Guided learning hours:

20

Unit summary
This unit provides competence in working with children and young people to develop their creativity and innovative thinking. The unit explores day-today creativity for living and participation in organised creative activities.

Assessment requirements/evidence requirements
This unit should be assessed in line with Skills for Care and Development’s QCF Assessment Principles. Learning outcome 2, learning outcome 3 and learning outcome 4 should be assessed in a real work situation. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.

N029954 – Specification – Edexcel Level 3 Diploma for the Children and Young People’s Workforce (QCF) – Issue 3 – December 2011 © Pearson Education Limited 2011

339

Unit content
1 Understand how creativity promotes wellbeing for children and young people
Benefits of creativity for the wellbeing of children and young people: creativity as key aspect of effective learning and development; adults should draw on creativity of children and young people in planning and carrying out learning activities; encourages problem-solving, flexibility and imagination, provides opportunity for reflection and reasoning, allows children and young people to try out ideas and experiment, enables children and young people to apply what they have already learnt

Potential benefits of different types of creative activity: different types of creative activity eg solitary, shared, group, sedentary (eg writing), active (eg gardening, sport), cerebral (eg chess, computer games) benefits of different types of creativity include emotional and social development, intellectual development, ability to express own ideas, participate in teamwork, bond with adults and peers; eg model making can promote problem-solving, intellectual development, imagination, eg music and dance can have emotional benefits enabling children and young people to express themselves and participate in physical exercise

Formal and informal creative activity: formal activity tends to be adultled; informal tends to be child-initiated; aiming for balance between child-initiated and adult-led experiences; different types of informal creative activity eg creative thinking, cooking, baking, flower arranging, decorating, computer gaming; different types of formal creative activity eg drama groups, music groups, art classes, creative writing groups, discussion and debating groups, fashion design classes, architectural design or drawing

2 Be able to encourage children and young people to recognise and value their own and others’ creativity
Working with children and young people to promote and encourage creativity: provide opportunities in setting for appropriate creative activities; guide and support creative experiences without taking over, encourage child-initiated or young person-initiated creativity; show genuine interest; praise and encourage creativity; ‘scaffold’ learning Importance of encouraging children and young people to recognise and value creativity: valuing creativity and demonstrating positive acceptance helps children and young people to see creativity and selfexpression in a positive light, children and young people learn to value own talents and skills and those of others, development of self-esteem and sense of achievement can be transferred to other areas of life

340

N029954 – Specification – Edexcel Level 3 Diploma for the Children and Young People’s Workforce (QCF) – Issue 3 – December 2011 © Pearson Education Limited 2011

Encouraging children or young people to explore their opportunities for creative activity: eg help children and young...
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