Practical strategies for Early Childhood Teachers to Promote Creativity in Preschool

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Practical strategies for Early Childhood Teachers to Promote Creativity in Preschool.

To teach creativity, do we need to teach creatively or do we need to be teaching for creativity? Teaching for creativity is explained as teaching strategies that are intended to develop children’s own creative thinking and behaviour.  Teaching creatively, is seen as teaching differently from the norm “using imaginative approaches to making learning more interesting and effectively” (Craft, 2003). In order to both teach for creativity and teach creatively, educators need to be nourished, both professionally and personally (Craft, 2002).

Craft (2002) acknowledges that teaching creatively can be nourishing –  through relationships, between children, children and educators, children and resources – and with the environments that educators have planned and created. These can provide interest and excitement for both educators and the children, providing life-giving energy, yet she also acknowledges that teaching can be exhausting, that teachers can be emotionally and physically drained by the demands of children, and of parents, and that educators need to be responsible for their own psychological wellbeing.  Craft recommends continued professional development, but development that itself promotes creativity.

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“A creative practice does not necessarily lead to learner creativity, but it provides open contexts for both teacher and learner to be creative” (Craft & Jeffrey, 2004, p.42).

Cheung, R. H. P. (2012). Teaching for creativity: Examining the beliefs of early childhood teachers and their influence on teaching practices. Australasian Journal of Early Childhood, 37(3), 43.

Craft, A. (2002). Creativity and early years education : a lifewide foundation / Anna Craft: London : Continuum, 2002.

Craft, A. (2003). The Limits to Creativity in Education: Dilemmas for the Educator. British Journal of Educational Studies(2), 113. doi: 10.2307/3122416

Craft, A., & Jeffrey, B. (2004). Learner Inclusiveness for Creative Learning. Education 3-13, 32(2), 39-43.

Cremin, T., Burnard, P., & Craft, A. (2006). Pedagogy and Possibility Thinking in the Early Years. Thinking Skills and Creativity, 1(2), 108-119.

Ewing, V., & Tuthill, L. (2012). How Creative Is Your Early Childhood Classroom? Exchange: The Early Childhood Leaders’ Magazine Since 1978(207), 86-90.

Kozbelt, A., Beghetto, R. A., & Runco, M. A. (2010). Theories of Creativity. In J. Kaufman & R. Sternberg (Eds.), The Cambridge Handbook Of Creativity (pp. 20-47). New York, NY: Cambridge University Press.

Mellou, E. (1996). Can Creativity Be Nurtured in Young Children? Early Child Development and Care, 119, 119-130.

Morris, W. (2009). Creativity-its palce in education. Education Today(1), 6.

Prentice, R. (2000). Creativity: a reaffirmation of its place in early childhood education. Curriculum Journal, 11(2), 145-158. doi: 10.1080/09585170050045173

Roemer, K. L. (2012). Creativity and Montessori Education. Montessori Life, 24(1), 4-5.

Runco, M. A. (2007). Creativity : theories and themes, research, development and practice / Mark A. Runco: Amsterdam ; Sydney : Elsevier Academic Press, 2007.

Samuelsson, I. P., & Carlsson, M. A. (2008). The Playing Learning Child: Towards a pedagogy of early childhood. Scandinavian Journal of Educational Research, 52(6), 623-641. doi: 10.1080/00313830802497265

Wagner, J. T., & Johanna, E. (2006). Nordic Childhoods and Early Education : Philosophy, Research, Policy, and Practice in Denmark, Finland, Iceland, Norway, and Sweden. Greenwich, Conn: IAP-Information Age Pub.

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Posted in Children's Play, Learning Frameworks, Programing and Planning, Reflecting
One comment on “Practical strategies for Early Childhood Teachers to Promote Creativity in Preschool
  1. […] Practical strategies for Early Childhood Teachers to promote creativity in preschool. […]

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