Creative curriculum

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School

Florida International University *

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3315

Subject

Arts Humanities

Date

Apr 3, 2024

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docx

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Uploaded by MegaTreeGoldfish5

The Creative Curriculum Creative curriculum is driven by the theoretical assumption that learning must be significant or relatable to the learners’ daily lives. It asserts that subjects must be mutually dependent, not disconnected from one another (Setiawan et al., 2020). Thus, in the actual world when a learner sees a rainbow or a falling fruit from a tree, the knowledge imparted through different subjects are applied and established. In essence, the philosophical idea of the Creative Curriculum is that learners most effectively gain knowledge and become skilled at something through ‘doing’ and ‘actual experience’ (Gardner, 2014). It is based on child development theories, which argue that every child learns by means of engaged, vigorous, and interactive exploration of their surroundings. The Creative Curriculum’s objective is to develop children who are engaged, inquisitive, and self-driven learners through enthusiastically examining their environment and learning from it (Gardner, 2014). For early education, the Creative Curriculum is guided by the following core principles: partnerships between teachers and families to cultivate learning and development; the physical environment influences the outcomes, quality, and form of learning experiences and interactions; meaningful, positive play reinforces core learning; social-emotional skills are an important aspect in academic success; constructive relationships and interactions with adults are the groundwork for effective, purposeful learning (Setiawan et al., 2020). Basically, the Creative Curriculum is a ‘whole-child’ model, which entails giving instruction that aims at improving all aspects or domains of a child’s learning and development. Through applying a ‘whole-child’ model, it broadens learning or does not restrict it to identifying colors or recognizing some words (Setiawan et al., 2020). Rather, it intends to cultivate and strengthen young learners’ science, 1

match, and literacy skills, as well as their ability to create healthy relationships and regulate their emotions (Gardner, 2014). The Creative Curriculum is both meaningful for young learners and relevant to their lives, as it encourages practical, involved, and active learning experiences that are vital for the knowledge construction and engagement of children. Through play-based learning, group discussions, art projects, and other similar activities, young learners can engage in experimentation and exploration, cultivating their creativity and problem-solving abilities (Gardner, 2014). It can be made more relevant through linking it to these young learners’ personal experience. For instance, the curriculum promotes the integration of varied cultural aspects and diverse viewpoints, encouraging young learners to relate their learnings to their actual experiences and appreciate individual differences and cultural diversity. The curriculum could include traditions, songs, and folklores from different cultures (Gardner, 2014). The Creative Curriculum shows that it is the adults’ interactions with young learners all through their experiences that would most effectively reinforce the general feeling and more profound awareness that their artistic inputs or works are a treasured component of the classroom environment. However, even though there are educators who believe that it creates a love and passion for learning and encourages student autonomy, others argue that it could be challenging to carry out successfully and might not be compatible with the requirements of standardized testing (Gullickson et al., 2018). Moreover, the curriculum does not sufficiently place emphasis on academic skills. Although it focuses on the ‘whole-child’ model, a number of critics claim that it might not give adequate attention to academic readiness abilities, which could affect the preparedness of young learners for higher grade levels (Gullickson et al., 2018). Furthermore, the assessment instruments or processes used in the curriculum might not constantly be compatible 2

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