Cypop 7 Essay

CYPOP 7 Promote fictiveness and creative go by dint ofing in young peasantren1.1 Analyse the differences among creative learning and creative thinking Creative learning is close to how pincerren be actively involved in their own learning and their ability to make choices and decisions. This kitty be achieved by providing a creative environment, all in allowing exploration by make up and praising the childs creative efforts. Creative learning is about helping children burst imaginative thinking by dint of exploration of materials, objects and occupation solving skills like ICT. It is also about giving children opportunities to make connections between different celestial orbits and to relate to them. Some creative learning activities whitethorn be goal orientated like the goal is to make any house painting they like, but the child go away also be exploring the different colours given to themto paint like colours merchant ship be change integrity to make another colour. This use will also help the child in other argonas of learning too. Creative learning is about children development their mind to solve fusss. creative thinking is about risk taking and devising connections, allowing children to explore and express themselves with a variety of media and materials. Like through dance, music, do things and spateing. A child being creative is linked to looseness of the bowels and stub develop through a child being occupied in their own performs and ideas. creative thinking consists of traditional arts and the development of idea and imaginative play, like role play and small world play. Creativity is about exploring emotions and expressions also is about enjoying creativity and learning from the process. Creativity colligate to creative development areas of the learning from the EYFS.1.2 Explain current theoretical approaches to creativity and creative learning in early childhood There are some(prenominal) theoretical approaches to creativity and creative learning these are temper verses nurture this could mean that people are born(p) with it or they learn it from life or other people. Some people believe that children will learn from watching other people this is called role modelling. Many may believe that creativity is a progress, this core that creativity will accompany a pattern to make it happen, this will also help to digit upon skills that will occur. Nature versus nurture is a debate in the area of psychology. In terms of childrens creativity, some think children are born naturally creative, for example having a gift for music or having a creative personality. This is known as the nature theory. Others believe creativity is something that can be taught. This is known as the nurture theory.The cultural approach means that every child will be creative so many things will affect this. As practitioners you have to give the child the duty environment that will help children to explore and be c reative with how they insufficiency to be. Cognitive theories is when children make relations between different things, this theory waitress at how the brain puts things together, lots of opportunities need to be provided for the child to develop knowledge in lots of different areas, and so that they can draw on their own views and experiences. Some theorists such as Robert Sternberg and Howard Gardener wall that being able to make new connections and to create a draught from them is a type of intelligence. The Creative Partnerships programme was set up in 2002 by the government in response to the influential report all our futures. They use the term creative learning to try and sum up their education programme. They believe creative positionnerships can help free the creativity of everyone involved by engaging them in fresh approaches to learning through partnership. They know collaborative working has these key characteristics Motivation for learning delivery the curriculu m to life Greater involvement in decision making New ways for learners to engage in a subjectThe Qualifications syllabus Assessment (QCA Creativity, Find It and Promote It 2005), promotes creativity as an vital part of all national curriculum subjects and identifies characteristics of creative learning as oppugn and challenging conventions and assumptions Making imaginative connections and associating things that arent usually related Visualizing what mogul be imagining seeing things in minds eye onerous alternative and fresh approaches, keeping options open Reflecting critically on ideas, action and outcomesThese characteristics and abilities have shown to lead to a sentience of purpose,achievement of strengths, talents and interests, self-respect and a sense of belonging.1.3 Critically analyse how creativity and creative learning can support young childrens emotional, social, intellectual, parley and physical development Creativity and creative learning can support chil drens development in a number of ways. Emotionally they learn how to manage frustration if something is not going to plan and they feel happy and proud and a sense of achievement when something is completed by them. Socially children can build up self-confidence by working with others or alongside them to make something to address with everyone and the child also makes new friends. Intellectually children learn about problem solving, numeracy and developing their reading and writing skills. Childrens capability to communicate with peers and adults develops through creative play as well as their overall quarrel and listening skills.Physically, creativity can help develop fine force back skills by children using materials such as crayons, paints and sticking. Participating in exertion activities such as dance or drama (role play) also improves the childs overall physical development. Like during a cooking activity children are learning many skills through this creative process, th ey may feel happy and excited about making their own food. They are extroversive by working with adults to support them and cooking for their friends or family members. By pursual instructions either written or verbal and measuring quantities they are developing intellectually.Knowing when to ask for help and starting a communication around what they are doing and using can help develop their communication skills especially listening and taking direction. Finally all the mixing, chopping, kneading and picking up small cut up pieces, help the child develop physically developing the fine motor skills, mountain eye co-ordination and building hand and arm muscles. The EYFS ensures that creativity and critical thinking are developed through play- based learning across the curriculum, and that children learn in an environment support exploration and active and playful learning. It reflects the viewpoint that play offers significant benefits for childrens cognitive, emotional, social and physical development and is central to creativity.