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Fostering Creativity

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Candice DeWeerd

on 4 November 2014

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Transcript of Fostering Creativity

Our View on Fostering Creativity
Our Plan to Foster Creativity
Limitations in the School System
We know school age children in school environments
are under different administration and regulations than daycare.

- more structure
- more rules
- expectation to reach specific outcomes

How can we address this?

 Have discussions as co-workers, children

 Involve families

 Present ideas/concerns to administration
Process vs. Product
- the process of an activity should be valued over what is created or what is physically resulting from the activity

- all children’s process is different based on interests/abilities

- children guide their individual process

- teachers provide environment, materials and time for children to create their own process of learning and self-expression

Fostering Creativity
Connections to Research: Caring for School Age Children
Role of the Arts
Sir Ken Robinson
"I never teach my pupils, I only provide the conditions in which they can learn."

- Albert Einstein
Benefits of Being Process-Focused:

- natural creativity is shown

- children gain confidence, sense of self

- children express feelings, interests, and ideas

- development of each step of creative/learning process

- children share and collaborate with others = social interaction

- children not forced to create a certain thing = eliminates sense of being compared or failure of not meeting expectation

- extends learning, expands possibilities

Our Philosophy: When children are given an appealing
environment with interesting, open-ended materials and
allowed the time, free play occurs, leading to the expression
of children’s natural creativity, ideas, and interests.

Froebel’s (Inventor of Kindergarten) Philosophy

- natural environment
- hands-on
- children to be active/physical
- creative expression
- children's self-directed activity (teacher as a guide)
- sensory awareness
- music
- social interactions
Based on mentioned research and ELECT’s 6 principles:

We need:

- welcoming, comfortable, aesthetically pleasing environment

- sensory, real, novel, open-ended materials

- uninterrupted time, free play indoors and outdoors

- ECE’s that are focused on individuals as well as the group

- families

Multiple Intelligences
- Children learn and express themselves through language, math, visuals, movement/physical interaction with objects,
music, and nature.

: variety of writing/reading materials

: variety of patterning and building materials

: art/drawing materials > making maps, signs, posters

: variety of physical activities/games, things to put
together/take apart

: instruments, singing, listening to songs/song versions of stories

: natural materials indoors, plenty of time outside in grass, dirt,
with plants, gardening

Montessori’s Philosophy

- focus on environment (to help foster creativity from within)

- environment should be prepared, beautiful, and orderly with lots of opportunity to engage the senses

- use of real materials

- importance of free (uninterrupted) time for exploration

- teachers prepare space and step back – allow children to express natural creativity

- observation and reflection on the environment and its materials
- can be done individually or in a group setting

- learning about, greater appreciation for culture

- everyone can be successful

- no right or wrong answer, or one way

- way of communicating, expressing self

- stress relief, relaxation

- learning their capabilities

- relieve/remake experiences

- bring to life their own stories

From chart on Developmentally Appropriate Practice

- wide variety of activities individually and in small/large groups such as individual or team games & sports

- modeling clay, cooking, painting

- children choose books based on their age and interest

Capitalize on Children’s Interests

- extending learning from school, interests unrelated to school, current events

- sharing special interests personal to each child
School Age Research Cont'd
1. Establish environment.

2. Provide the necessary materials.

3. Arrange for time within a flexible schedule/routine. Step back and observe, intervene and provide support/ask questions when necessary.

4. Be supportive of individuals, encourage group interaction.

5. Engage families.

6. Reflect.

7. Discuss with children, families, co-workers & administration.
Actions to take
Encourage Natural and Recreational Play
: store props for music, drama, dancing, etc.

Promote Creativity
: “Encourage children to take pride in the process of what they are doing with their activities. Ask questions that encourage divergent thinking where they can explore many different paths. Pose problems and initiate the creative process of looking for alternative solutions, brainstorming, making predictions, and evaluating ideas” (Click, P., Parker, J., & Stone-Zukowski, D., 2013, p. 134).

- Critical thinking
- Hypothesizing
- Inquiry

Add Materials so Children Can Construct Their Own Equipment

“Large blocks, boards, boxes, cable spools, and crates present interesting possibilities. Children can be marvelously inventive in what they devise" (Click, P., Parker, J., & Stone-Zukowski, D. 2013,
p. 166).
School Age Research Cont'd
“Watch a group of children as they paint at easels, dance with scarves, or listen to music and stories. Notice their expressions of concentration, joy, or relaxation. Creative activities satisfy children in a way few other experiences can. Children enjoy the arts because everyone can be successful. There is no right or wrong answer or just one way of doing things. Children also find it a way to communicate things they might not be able to put into words. For example, they can use bright colours when they are happy or subdued colours to show sadness. They often feel more relaxed after they pound, roll, or cut clay to release pent-up emotions. They learn what their bodies can do when they dance to music. They relive and remake their own experiences with puppets or in plays and bring to life their own stories” (Click, P., Parker, J., & Stone-Zukowski, D., 2013, p. 196).
March 4, 1950 (age 64), Liverpool, United Kingdom
University of London 1981 + University of Leeds (1968 - 1972)
Sir Kenneth Robinson is an English author, speaker and international adviser on education in the arts to government, non-profits, education and art bodies.
Click, P., Parker, J., & Stone-Zukowski, D. (2013). Caring for
School Age Children (2nd Cdn.). Toronto, ON: Thomson-

Dietze, B., & Kashin, D. (2012). Exploring the foundations of
play. In Playing and learning in early childhood education.
Toronto, ON: Pearson Canada.

McLean, C. (2011). Identical Ladybugs. Winnipeg, MB:
Childcare Pro (Child Care Services Department of Health
and Community Services).

Ministry of Children and Youth Services. (2007). Early
learning for every child today (ELECT): A framework for
Ontario Early Childhood Settings. Toronto, ON.

Montessori, Vygotsky, and Piaget! OH MY! How what THEY
did influences what YOU do! (n.d.). Retrieved from ooey
gooey: http://www.ooeygooey.com/montessori-piaget-

Youtube, Vimoe

Our Bucket List
Test Your Knowledge
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