EXPLORING THE DEVELOPMENTAL CURRICULUM, THE NEEDS OF CHILDREN, AND THE CHALLENGE OF TEACHERS TO PROMOTE CREATIVITY

1
EXPLORING THE DEVELOPMENTAL CURRICULUM, THE NEEDS
OF CHILDREN, AND THE CHALLENGE OF TEACHERS TO
PROMOTE CREATIVITY

• Lecture notes comprise of gathered information
  from the following areas
• Chapter 1 4. Dodge, Colker, Heroman (2002).
• Chapter 5. Mayesky (2002).

2
CHILDREN, TEACHERS AND CREATIVE ACTIVITIESKey
Themes For Consideration

• Children possess both unique qualities and common
  characteristics which bind them to their
  environment.
• Teachers must be certain that their practices do
  not compromise childrens uniqueness or their
  commonalities. Consequently, It is important for
  teachers to know the unique differences between
  each child and be aware of each childs level of
  development, strengths, abilities, and special
  personality.
• Children are often challenged to discover their
  uniqueness while at the same time develop
  socially adaptable characteristics which enable
  them to integrate into their families,
  communities, and greater society.
• Watching child at play helps an adult understand
  the young person.
• Teacher plays a role of a facilitator in the
  creative process.
• As facilitators we engage in scaffolding by
  helping them develop new competencies, guide and
  provide opportunities, and to be sensitive and
  caring without interfering.
• Teacher needs to allow the young child to deal
  directly with materials (acting as an aide rather
  than a leader or judge).
• Talking to children about their art can foster
  childrens ability to express themselves through
  the arts.

3

• DEVELOPMENTALLY APPROPRIATE EARLY CHILDHOOD
  CLASSROOMS
• Classrooms that demonstrate maximum interaction
  among children as they pursue a variety of
  independent and small groups.
• The teachers prepare the environment with
  challenging and interesting materials/activities
  and then steps back to observe, encourage and
  deepen childrens use of them.
• Teachers ask thought- provoking questions and
  make appropriate comments.

4

• ATTENTION SPAN AND CHILDRENS PHYSICAL NEEDS
• In general, the younger children the shorter the
  attention span however, it varies from
  individual to individual.
• Teachers must consider attention span when
  developing activities.
• DAP activities (not too easy not too
  challenging) promote greater attention out of
  children.
• Young children make it quite obvious when their
  attention span is waning- by a yawn, fidgeting
  etc.
• Teachers need to be able to read these obvious
  signs of lessening (or lost) attention.
• Teachers need to note activities which capture
  the attention of children longer. This can be
  vital information for future program development.
• By changing activities and equipment to keep
  children matched to their present developmental
  levels, you are helping the children attend to
  activities longer on their own.

5

• Activity Patterns
• Start with familiar resources/ activities then
  move to more complex.
• Take into account childrens physical
  characteristics.
• Balanced interplay of time for both large and
  small motor tasks.
• Creative activities for young children must also
  have a good balance between active and quiet
  activities.
• Both should be incorporated in a single learning
  setting since young children have a difficult
  time sitting still for long periods of time.
• The younger the child, the greater the tendency
  to become over stimulated, so the amount of
  activities for young children should be limited.

6

• Transition From Group Times
• Transitions from group times to the next
  activities can be chaotic if group times are
  uninteresting, too long, or too demanding.
• Improve transition stage by sharing the days
  schedule with the children at the beginning of
  the day.
• Allow children to help with the plans and
  participate in setting the limits.
• Give positive reinforcement when things go well,
  not just reminders when someone fails to remember.

7

• Transitions To Free Choice Times
• Assure children that they will have ample time
  for their favorite activities (This reduces mad
  dashes for resources).
• When balance is inadequate, children behave
  aggressively (Misbehaving and unconstructive
  play).
• Children who are bored or frustrated during free
  choice time are rarely cooperative during clean
  up.

8

• CHILDREN EXPRESSING SOCIAL EMOTIONAL NEEDS
• Important to help the child find acceptable ways
  to express their feelings.
• By providing activities that are less structured
  and allow freedom of expression.
• Children usually let the materials and their
  fantasies take care of the emotions they are
  feeling.
• Flexibility and a broad range of available
  creative activities facilitates creativity.
• Children need to know about limits (setting them
  when necessary) and need to be helped so that
  they can channel emotions in a more positive
  directions.
• Behavior problems demand creative response from
  the teachers. A disciplinary situation usually
  requires divergent thinking on the part of the
  adult.
• A young child should learn that the expression of
  some feelings can hurt others and must understand
  that it is the means of expression and not the
  feeling itself that may be harmful (Perspective
  taking).

9

• Competition
• Young children naturally compare their work to
  others and seek their teachers approval.
• Teachers should respect childrens natural
  competitive spirit and/or parental values towards
  competition.
• But avoid reinforcing competition.

10
STRATEGIES FOR SUCCESS

• Guidelines for developing creative and
  developmentally appropriate activities
• PREPARATION.
• Try the activity before presenting it to the
  children.
• Make sure all necessary equipments is present.
• Think through the activity and modify the
  activity if necessary.
• Explain the activity so that the children know
  how to begin and proceed.
• After the children have started, circulate among
  them.
• PRESENTATION OF CREATIVE ACTIVITIES. In planning
  for each activity, the teacher should
• Identify goals and possible learning for the
  activity.
• List the materials necessary for the activity/
  Determine how to set up the activity.
• Decide how to stimulate and maintain the
  childrens interest.
• Anticipate questions the children might ask.
• Plan ways to evaluate the activity/ Consider
  follow-up activities.
• Consider cleanup time and requirement.

11
HINTS TOWARDS FACILITATION OF ACTIVITIES

• Dramatic play, creative movement, singing,
  outdoor activities, and small group projects
  should all take place within each week.
• Do not move too fast when presenting new ideas or
  activities for young children.
• Activities should be repeated so that the
  children learn new ways of approaching the
  materials expand their understanding through
  repetition.
• Proper sequencing should be given close
  attention/ Activities should be build upon each
  other.
• Once a child is involved in a creative activity,
  a few words of encouragement may be all that is
  needed to keep the child interested.
• Children need enough time to finish an activity.
• At end of each day, teachers needs to evaluate
  the days activities.
• Ideas for the next day can be revised or created
  based on what then appears best.
• A person who works with young children must
  always be open to new information and feedback.

12

• COMPLETING A CREATIVE ACTIVITY
• Finishing an activity involves clean up and young
  children can be very helpful with this.
• Pro-social behaviors can be acquired if teachers
  take time to teach them about clean-up .
• Young children usually want to help out and enjoy
  feeling needed.
• Arrange the environment so that it is possible
  for the children to assist with cleanup.
• Children can put away materials when they clearly
  understand where the materials belong.
• Empower children by assigning roles during
  clean-up and rotating roles to guarantee
  fairness.
• Give children ample notice before cleanup time
  approaches, giving them second and third
  reminders after about 5-9 minutes.
• Teacher can circulate around the room giving
  quiet notice.

13

• Completing an activity is important to young
  children and teachers have to allow time for
  individual differences in finishing creative
  activities.
• Children stop when they are satisfied with what
  they have produced.
• Teachers of young children realize that the
  decision to stop must be the childs.
• To ask a child who has stopped working to add to
  what has been created or to evaluate the item for
  reworking would violate the childs creative
  integrity.

14
(No Transcript)
15
HOW PRESCHOOLERS DEVELOP AND LEARN

• The preschool years (3-5 yrs) are a special time
  in the life of young children.
• Children develop across multiple domains of
  development Socio/Emotional,
• Social/Emotional Development
• Socialization- the process by which children
  learn the values and behaviors accepted by
  society.
• Three goals for social/emotional development
• Achieving a sense of self.
• Taking responsibility for self and others
• Behaving in a prosocial way
• Social and emotional competence are essential to
  childrens well-being and success in school and
  in life.
• A child who is socially and emotionally ready for
  school is
• Confident, friendly, able to develop good
  relationships with peers.
• Able to concentrate on and persist at challenging
  task.
• Able communicate frustrations, anger, and joy
  effectively.
• Able to listen to instructions and be attentive.

16

• Physical Development
• Children master increasingly sophisticated tasks
  and gain personal responsibility for their own
  physical needs.
• Two goals for physical development
• Achieving gross motor control.
• Achieving fine motor control.
• In may ways, physical development promotes
  social/emotional development (The reverse is also
  true).
• Physical education in early grades support
  childrens academic achievement, general health,
  self-esteem, stress management, and social
  development.
• Cognitive Development
• Three goals for cognitive development
• Learning and problem solving.
• Thinking logically.
• Representing and thinking symbolically.
• The ability to take on anothers perspective
  leads them into friendship where they can share
  feelings and experiences.

17

• Language Development.
• Language become the essential tool for
  establishing relationships with adults and other
  children.
• Two goals for language development
• Listening and speaking
• Reading and writing
• Between the ages of 3 5, childrens vocabulary
  can grow dramatically
• Listening, speaking, reading, and writing develop
  interdependently in children.

18

• Ages and stages of Development
• Three-Years-Old
• Social/Emotional Development
• Are learning to trust people around, which gives
  them confidence to become independent.
• At this age social competence does not develop
  fully.
• Physical Development
• The play is more sustained and focused than
  toddlers play.
• Gross motor activities are great source of
  pleasure.
• Cognitive Developmental
• Three years olds are exploding with thoughts and
  ideas and use all of their senses to make sense
  of the world around them.
• Can sort objects by only one characteristics at a
  time.
• Are egocentric and many are able to show empathy.
• Language Development
• Most 3 yr olds can use plural terms, talk in
  sentence, recite simple rhymes , and ask
  questions
• Love to share their thoughts with others and
  participate in conversation.

19

• Five-Years-Old
• Social Development
• They are increasingly independent, self
  sufficient individuals.
• They are dependable and responsible.
• They are exceedingly social.
• 5 year olds prefer cooperative play to solitary
  or parallel play.
• Physical Development
• They show more agility, balance and coordination
  both in gross and fine motor movements.
• Cognitive Development
• They learn new concepts through experimentation
  and discovery.
• Are able to think in complex ways
• Can categorize by two features, such as color and
  shapes.
• Language Development
• Show a significant growth in their communication
  skills.
• They have adult-like word order, using
  pronunciation like a grown-up.

20
The Teachers Role

• The teachers role is an ongoing cycle of
  interacting with children and making decisions
  about when and how to meet individual and group
  needs.
• The cycle has 3 parts
• 1. Observing children
• 2. Guiding childrens learning
• 3. Assessing childrens
• learning

21
OBSERVING CHILDREN

• Initial observations may be informal
• Gradually make better observations in order to
  properly guide learning
• Informal observations occur naturally throughout
  the day
• Keep file cards or post-its handy in order to jot
  down what you hear and see
• Should schedule regular formal observations
• Watch one or more children systematically and
  record what you hear and see
• Try to have another adult with children (parent,
  co-teacher) so that you can be free to do planned
  observations
• Observation notes will provide rich information
  that can be used for evaluation and analysis
• Observation notes should be objective and factual
  and should not reveal your impressions,
  interpretations, or assumptions. Notes should
  not include labels, intentions, evaluations,
  judgments, or negatives.
• Notes should include descriptions of an action,
  quotations of language, descriptions of gestures,
  facial expressions, and creations.
• The more familiar you are with the goals and
  objectives for the children, the more efficient
  you will be in observing and recording what you
  see.

22
GUIDING CHILDRENS LEARNING

• Using a range of teaching approaches is most
  effective
• Child initiated-learning
• When you want children to explore and construct
  an understanding on their own
• Children choose the activity and the action
• Teachers intentionally create an interesting and
  rich environment that offers children choices
• Furniture arrangement, daily routines, material
  selection, and social climate all are important
• Teacher-directed learning
• Involves planning how to teach a concept or
  skill, materials needed, and determining if it
  should be taught individually, to a group, or
  whole class
• Life in the classroom requires a range of teacher
  involvement
• Talk with children about their work
• Ask children closed and open-ended questions
• Adapt instruction to include all children
• Gifted children
• Stock interest areas with interesting and
  challenging materials
• Follow childrens interests
• Teach to the childs strengths

23
GUIDING CHILDRENS LEARNING contd

• Children with disabilities
• Use clear visual cues
• Use transition-preparation techniques,
• Use peer buddies as teaching models
• Use visual and tactile props
• Encourage active participation in outdoor and
  gross motor play, then have calming activities
  before returning to sedentary activities
• Have childs attention before giving new rules
• Assess and identify needs for assistive
  technology with a specialist
• Second-language learners
• Learn words in childs home language
• Use concrete objects and gestures
• Establish a classroom community
• Use lots of repetition, running commentary, and
  actions as you talk
• Establish familiar routines
• Assist children in sociodramatic play
• Be patient give them time to get their words
  together
• Involve families

24
GUIDING CHILDRENS LEARNING contd

• Promote learning in interest areas
• Teachers teach content
• Children explore materials
• In depth or long-term studies allow teachers to
  integrate content areas and address developmental
  goals
• Select an appropriate topic
• Create a web of important ideas
• Determine how content knowledge and process
  skills can be learned through this study
• Discuss topic with children
• Inform families of proposed study topic
• Use forms to organize materials and plan
  activities
• Assemble relevant materials and resources
• Facilitate investigations
• Document findings
• Plan a special event to end the study

25
ASSESSING CHILDRENS LEARNING

• Assessment is the process of gathering
  information about children in order to make
  decisions
• Bowman et al.(2001) identified 4 purposes
• Assessment to support learning
• Assessment to identify special needs
• Assessment for program evaluation and monitoring
  trends
• Assessment for program/school accountability
• Collecting facts
• Documenting observations
• Analyze and evaluate collected facts
• Collecting childrens work in portfolios
• Portfolios can be used to
• Share information with families
• Help children reflect on their work and recognize
  their own skills and progress
• Review a childs progress, set goals, and plan
  instructional technologies

26
ASSESSING CHILDRENS LEARNING contd

• Use what youve learned to plan
• Plan for each child
• Review progress in social/emotional development
• Review progress in gross and fine motor
  development
• Review progress in cognitive development
• Review progress in language development
• Plan for the group
• Identify which children need more focused
  instruction on certain skills
• Large group and small group instruction