Description
Book SynopsisOffering practical guidance on encouraging creativity in early childhood settings, this much-needed book highlights the importance of the arts and creativity for children's learning, critical thinking, social interaction and self-regulation.
The book considers the impact of creativity on early brain development and discusses how to choose the right arts or creative approach for your children. Principles for creative curriculums, teaching, assessments and environments are provided and each chapter includes a 'practitioner toolkit' element, with reflective questions and practical strategies for implementing the learning from the chapter into daily practice.
Trade ReviewCapturing the inherent creativity of children and using it to empower, learn and change children themselves - and us - is what makes this book such a great read. Churchill Dower makes the case that language, social interaction and positive brain development are just the beginning of what being creative can deliver for society via our children. Exploration and the very joy of play our only limited by our imaginations. -- Gregory Lane, Soho Family Centre
In a culture where children are increasingly represented by numbers this thought-provoking book is an essential, much needed read. Research based throughout leaving you with a passionate desire to bring creativity to the forefront of education. Ruth balances knowledge of the crucial importance of creativity in early years with practical, motivating methods and questions for reflection to inspire, challenge and improve practise. -- Kate Shelley, Tales Toolkit
Table of Contents1. What is creativity all about? 2. The origins of creativity. 3. The benefits of creativity. 4. Measuring the impact of creativity. 5. The social, educational and political context for creativity. 6. Testing for creative traits. 7. Creating the conditions for creativity. 8. Can creativity enhance early brain development? 9. Using different art forms in early years practice. 10. Creative practices. 11. Creative pedagogies. 12. What stops creativity?
