‘I would recommend this book to students and trainees who wish to extend their knowledge and understanding of early years practice beyond level 3. This book is accessible, up to date and focuses on translating theory into practice, incorporating the essential higher order skill of reflection. The pedagogical foundations within place children firmly at the centre, whilst acknowledging the highly influential early years practitioner in the wider context of family, community and inclusive practice.’ Sarah Barton, Senior Lecturer and EY ITT Programme Leader, School of Education and Continuing Studies, University of Portsmouth Are you studying to become an early years teacher or educator, or studying for an early years degree, and looking for a book to guide you through your qualification? With stories of practice, questions for reflection, further reading and links to the Teachers’ Standards (Early Years), this book links professional practice with theory and research and will help you: • understand how children learn and develop • engage with the curriculum and the practice of teaching • learn more about the structure and reality of early years provision and practice for children aged from 0-8 years • develop ways to reflect upon your practice • develop professional skills and attributes needed to take a leading role • understand how to apply all of this to practice. This core textbook is ideal for students of early years and early childhood courses and will support you in your practice in the early years.
This chapter explores the development of children’s creativity in the broadest sense; defining creativity, discussing children’s creative thinking, symbolic representation and thinking in drawing and schematic play, creativity in education and curriculum, and creative learning and the role of practitioners, educators and teachers in providing opportunities for children’s creativity. Pedagogical approaches to creativity, including possibility thinking, sustained shared thinking, play and creative pedagogy for learning, are considered. There is an opportunity to reflect on children’s creativity and to consider creative practice.
Young children being creative in the early years is often associated with art-based activities, like painting, colouring, sticking, drawing, taking place on the ‘creative table’ in an early years setting or classroom, or on the kitchen table in a ...