Cu1565 Promote Creativity and Creative

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CU1565 Promote Creativity and Creative
Learning in Young Children

1.1 - Analyse the differences between creative learning and creativity.

Creative learning is about how children are actively involved in their own learning, and their ability to make choices and decisions. This can be achieved through providing a creative environment, allowing exploration through play and praising creative efforts.

Creativity is about risk taking and making connections, allowing children to explore and express themselves through a variety of media or materials including, dance, music, making things, drawing, painting and make believe and to make new things emerge as a result. Being creative is strongly linked to play and can emerge through a child being absorbed in their own actions and ideas.

1.2 - Explain current theoretical approaches to creativity and creative learning in early childhood.

Most theories of child development view young children as highly creative with a naturalness 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 and sum up their education programme. They believe creative partnerships can help liberate the creativity of everyone involved by engaging them in fresh approaches to learning through collaboration.

They feel collaborative working has these key characteristics:
• Motivation for learning
• Bringing the curriculum to life
• Greater involvement in decision making
• New ways for learners to engage in a subject.
The Qualifications Curriculum Assessment (QCA: Creativity, Find It and Promote It 2005), promotes creativity as an integral part of all national curriculum subjects and identifies characteristics of creative learning as;

• Questioning and challenging conventions and assumptions.
• Making inventive connections and associating things that aren’t usually related.
• Envisaging what might be: imagining seeing things in mind’s eye.
• Trying alternative and fresh approaches, keeping options open.
• Reflecting critically on ideas, action and outcomes.
These characteristics and abilities have shown to lead to a sense of purpose, achievement of strengths, talents and interests, self-respect and a sense of belonging. 1.3 - Critically analyse how creativity and creative learning can support young children’s emotional, social, intellectual, communication and physical development.

The key characteristics in creativity can support young children’s development in a number of ways. Emotionally they learn how to manage frustrations if a project isn’t going to plan or can feel happy and proud and a sense of achievement when it is completed.

Socially children can build up self-confidence by working alongside or with others, creating something to share and thereby making friends.
Intellectually they are learning about problem solving, numeracy and developing their reading and writing skills.
Children’s ability to communicate with peers and adults develops through creative play as well as their overall speech and listening skills.
Physically, creativity can help develop fine motor skills by children using materials such as crayons, paints and sticking. Participating in movement...
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