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psych of EC chapter 9

by: Caoimhe Notetaker

psych of EC chapter 9 psyc3250

Marketplace > Tulane University > Psychlogy > psyc3250 > psych of EC chapter 9
Caoimhe Notetaker
GPA 3.7

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About this Document

Creativity- notes on text chapter 9
psychology of early childhood
Dr. Jung
Class Notes
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This 3 page Class Notes was uploaded by Caoimhe Notetaker on Saturday February 13, 2016. The Class Notes belongs to psyc3250 at Tulane University taught by Dr. Jung in Spring 2016. Since its upload, it has received 16 views. For similar materials see psychology of early childhood in Psychlogy at Tulane University.


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Date Created: 02/13/16
Early Childhood Chapter 9 02/14/2016 ▯ Creative development through the curriculum ▯  Creativity is more likely when person is creative, flexible and interested in investigation and exploration  Divergent thinking: brainstorming  Convergent thinking: narrowing ideas  Fluency: ability to generate many relevant ideas on a given topic in a limited time  Flexibility: the capacity to adapt readily to change in a positive, productive manner  Sensitivity: receptivity to external and internal stimuli ▯ Gardner- multiple intelligences  Linguistic  Mathematical  Kinesthetic  Visual-spatial  Naturalistic  Interpersonal  Intrapersonal  Existential ▯ ▯ A creative environment promotes new perceptions of and responses to the world  Provide variety of materials and encourage imaginiative use  Help child develop awareness of patterns and relationship between what they create and previous knowledge ▯ ▯ For young children process is more important than results  Encourage problem solving and various solutions  Teacher= facilitator not problem solver  Remark on process or creations rather than outcome  Allow ample time blocks- term time in each activity  Open ended materials- displayed orderly (shows possible combinations and conveys respect for materials)  Safe storage place (shows their creativity is valued) ▯ ART  Non- verbal expression  Theories of art development o Psychoanalytic: art emerges from emotions and reflect feeling  Finger-painting, clay, tempara o Perceptual: draw what you see o Cognitive: draw what you know- stages of development  Piaget: scribbling (2-4), pre-schematic(4-7) schematic (7-)  Developmental theory- advocate that children’s art develops naturally through universal stages o Kellogg  Basic scribbles  Placement patterns- 17 ways design is placed of paper  Diagrams- 6 recognizable shapes (rectangle oval triangle cross x line)  Combines- 2 simple diagrams  Aggregates- 3+ diagrams  Pictorialism- drawing recognizable objects ▯ MUSIC  2 years olds begin to gain control over their singing voices  music should be included in early childhood curriculum to promote enjoyment  can be used to support/ learn about different cultures  focus listening- tempo, pitch, mood ▯ for school age children products become more important than process ▯ ▯ Factors that decrease creativity  Stereotyping  Adult=right; child= wrong  Always told or shown “how to”  Replicating models  Coloring books  New technological toys  Tv  Technology  Lack free play ▯ ▯


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