Essay on The Theories and Research Behind Creative Curriculum

Resources and materials carefully chosen by Educators, adequate in number, contribute to each child’s sense of belonging and challenge them to explore new possibilities. iv. Children take increasing responsibility for their own health, hygiene and personal care when they can choose what they do. Educators need to provide a secure and predictable environment with adequate space and appropriate facilities and resources.

In the first English class, I was only there for the last half of it. Before I came into the class, I was worried that I would not find any creativity because English can be a tough subject to add creativity too. The teacher, Mr. Romono, did a marvelous job of teaching the common core and maintaining his students interest, with creativity. Not only did he come up with a creative way to teach his students, or let his students accomplish creativity, his classroom was also creative. He had student’s artwork on his wall of characters from books they were reading. He also had a ton of posters with different ideas behind them. (Quote). This provides the students’ something to look at, and in addition, to develop excitement for learning about these books. (quote form pp). The students in the ninth grade English class are working on

Creative Curriculum focuses on ten areas of learning including math, literacy, social-emotional, science and technology, the arts, social studies, physical, language, cognitive, and language acquisition.

The first issue to be considered relates to teachers planning cross – curricular approaches in lessons. Many theorists hold the belief that links between certain subjects are increasingly easier to make than those with other subjects. For example, links between science and design and technology might be more achievable whereas it might be more difficult to make links between geography and music (Hayes, 2010). Even if the links are made educators might imply that it is too difficult to achieve subject progression when cross – curricular links are planned so that creative outcomes can be achieved (Barnes, 2011). Teachers might bear this in mind however it is good practice to make these cross – curricular links as creativity can be promoted. Cross – curricular approaches should be adopted for several reasons, especially to meet the diverse needs of children who struggle in certain subjects. Thinking and learning can be enhanced by choosing a theme which can lead to cross – curricular links as shown in the

Thank you, for sharing your view on this topic. A flaw that many educators witness is that test scores “places emphasis on what is measurable, which means there is a possibility of neglecting important educational goals as creativity, imagination, and appreciation” (Hale, n.d.). Focusing only on what is a measurable robes student of their creativity. It is important that we place emphasis on teaching students to be creative and to use their imagination. We can accomplish this by inviting them to be innovated thinkers. Dewey believed that “a universal education was the “key to teaching people how to abandon their habits” and think” (Popp, 2015, 7). An additional, way that I promote creative is to remind them there is nothing

In this artifact, Creative Curriculum It refers to a curriculum in which program fosters learning through hand-on, exploration, active thinking, and experimenting to better understand the world, and how things work. The teachers use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child. Children are given the opportunity to be creative and active explorers. The creative curriculum also focuses on four areas of development: Social, emotional, physical, and cognitive. It also assesses children based on their age and stage of development. The creative Curriculum also encourages play. It is believed that children learn though play. For example, in the block area they learn about sizes, shapes and other mathematical problems.

The Creative Curriculum program is an effective learning style that assists preschool children ranging from ages 3 to 5 years old. Founded by a former preschool teacher, Diane Trister Dodge, this early childhood education program with a comprehensive curriculum is structured to be directed by the teacher, but initiated by the children. The philosophy of the Creative Curriculum is to allow the children to learn at their best efforts in an environment that is safe and open for exploration. Child centers that use this curriculum allow the children to develop and learn through planned programming, select materials, and guided learning. The goal is to enhance their physical, cognitive, language, social, and emotional development through hands-on learning activities.

Creative learning is about how children are involved in their own learning and making choices and decisions. It is important to let children explore through play and praise their creative efforts. Creativity can link through play, dance, music, making things, drawing and painting where the child will make their own actions and ideas. They will learn to feel frustrated if a project isn’t going right and they will learn to feel proud when their projects go right. Socially they will learn to make friends through play. Intellectually they will learn about problem solving, numeracy, reading and writing skills. Children will communicate b better with adults and feel more confident. Children will develop fine motor skills and participate in physical

In order to develop future active and responsible citizens, it is important to emphasise to students our role and impact on the environment. This should begin during early childhood education, as this is the most significant developmental period for children (Elliot & David, n.d.). There are many benefits to placing importance on childrens’ early connection to nature. The following will discuss why sustainability initiatives should be taking priority in our kindergarten.

In education, teachers are always encouraged to promote creativity in their classrooms. However, educators are not provided with a clear definition or even an example of what creativity means or looks like when incorporating it into a classroom. Creativity cannot be defined as one thing in a classroom, but can be seen in many forms. Creativity cannot be taught, but found by finding ourselves first. By discovering our inner self we have a great ability to express ourselves in our most unique ways. Parker J. Palmer’s novel The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life and J.K. Rowling’s Harry Potter and the Sorcerer 's Stone have impacted the definition of creativity based on how they incorporate personal experience or apply relatable experiences in their characters which provides a deep message.

Children by nature are curious, innovative, explorative and experimental. They tend to see the world differently with endless possibilities and opportunities. They are less hesitant to try new ideas and are also experts in expressing themselves in the form of art. In short, children are creative by birth. Since the early childhood setting is a hub for fostering these creative minds, expanding horizons, and creating future geniuses, creativity in early childhood development and curriculum provision holds utmost importance. As a result, creativity is important for Early Childhood development and therefore, creative experiences should be incorporated within the curriculum. This will be discussed in relation to current perspectives within the role and importance of creativity in Early Childhood education.

Consequently, it is necessary for our 21st century students to learn to “manage the complexity and diversity of our world by becoming more fluid, more flexible, more focused on reality, and radically more innovative” (Cookson, 2009, p.10). Sir Ken Robinson argues that it is necessary for teachers to teach for creativity, “where the pedagogy is designed to encourage other people to think creatively” (Azzam, 2009, p.26). This involves encouraging students to experiment as well as giving them opportunities to innovate (Azzam, 2009). Teachers need to teach in such a way as provide “the tools they need to find out

The following section of this paper will be a critical discussion about the materials Elliott discussed in the chapter. Overall I really enjoyed Elliott’s arguments about creativity, I found it very easy to read and helped open my eyes on the use of creativity in the classroom. The creative philosophy that Elliott outlines in this chapter was incredibly helpful. I have always thought of the creative aspect in a classroom as being a compositional project, or improvisation and Elliott’s disapproval of that thought process has cleared some questions I had. There are so many possibilities to involve creativity in the classroom now, such as with performance, composition, improvisation, listening assignments and more. I am very excited to get out there and try some new lessons out for myself. Furthermore, the curriculum tends to feel too broad yet too limited at the exact same time when it comes to creativity. There are four components in the curriculum and they often seem very segregated. Even in some of our classes it has always been, “write a lesson plan for one of the wings”. I really like this idea of Elliott’s to always involve creativity because then it combines the wings. Creativity can take place alongside performance, historical context or critical evaluation. It is our job as teachers to stop segregating these wings so that everything is not so blocked off. Taking a step back, what would have been great in this chapter is if Elliott went into further detail of how to

Arguably teaching is one of the most powerful careers offered to the public today. The impact educators have on their students is insurmountable, possibly lasting the child’s entire lifetime. This is why educators should be dedicated to being a positive impact on the child’s life, and creating a safe classroom environment. Educators can successfully do this if they are aware of the developmental, behavioral and social needs of their students, fully comprehend the impacts of trauma and poverty as well as use differentiation strategies to support the needs of these students.

In my opinion, teachers are not using creativity in classroom because they are focused too much on meeting state and local standards. Standards would be met throughout the creative activity. Also, teachers should include creativity in the classroom to help students self-express and learn in broader terms. Specifically, for the “aha” moments. When a child finally understands a topic