Preface | p. xi |
Theories Relating to Child Development | p. 1 |
Fostering Creativity and Aesthetics in Young Children | p. 2 |
The Concept of Creativity | p. 3 |
What is Creativity? | p. 3 |
Importance of Creativity | p. 6 |
Characteristics of Creativity | p. 7 |
Helping Children Express Creativity | p. 8 |
Promoting Creativity | p. 17 |
Promoting Creativity in the Curriculum | p. 17 |
Promoting Creativity through Play and Exploration | p. 18 |
Modifying Curriculum to Promote Creativity | p. 21 |
Promoting Creativity through Positive Acceptance | p. 22 |
Creative Questioning for Children | p. 23 |
Motivating Skills for Teachers | p. 25 |
The Concept of Aesthetics | p. 32 |
Aesthetics and the Quality of Learning | p. 33 |
Benefits of Aesthetic Sensitivity | p. 36 |
Aesthetic Experiences | p. 37 |
Promoting Aesthetic Experiences | p. 46 |
Looking and Seeing | p. 46 |
Sensing, Feeling, and Imagining | p. 47 |
Finding and Organizing Aesthetic Materials | p. 48 |
Aesthetic Use of Materials | p. 49 |
Guidance in Using Aesthetic Materials | p. 50 |
Planning and Implementing Creative Activities | p. 60 |
Children, Teachers, and Creative Activities | p. 61 |
Consider the Child | p. 62 |
Consider the Teacher/Caregiver | p. 70 |
Strategies for Success | p. 71 |
Creative Environments | p. 76 |
Physical Space: General Guidelines | p. 76 |
Arrangement of Space and Equipment | p. 78 |
Activity/Interest Centers | p. 80 |
Selection of Equipment for Creative Activities | p. 84 |
Using Media to Promote Creativity | p. 88 |
Importance of Using Media | p. 88 |
Activities to Develop Creativity | p. 89 |
Value of Computers in Early Childhood Programs | p. 90 |
Choosing Software for Young Children | p. 92 |
The Internet and Early Childhood Programs | p. 93 |
Art and the Development of the Young Child | p. 99 |
Art and Social-Emotional Growth | p. 100 |
Self-Concept and Self-Acceptance | p. 100 |
Child-to-Child Relationships | p. 103 |
Child-to-Teacher Relationships | p. 104 |
Child-to-Group Relationships | p. 109 |
Art and Physical-Mental Growth | p. 117 |
Art and Physical (Motor) Development | p. 117 |
Art and Mental Development | p. 124 |
Art and the Total Program | p. 127 |
Developmental Levels and Art | p. 137 |
Developmental Levels/Stages of Art | p. 137 |
Children's Drawing | p. 138 |
The Scribble Stage | p. 138 |
The Basic Forms Stage | p. 142 |
The Pictorial Stage | p. 146 |
The Early Childhood Art Program | p. 160 |
Program Basics: Goals, Setting Up, Materials, and Strategies | p. 161 |
Basic Goals of the Early Childhood Art Program | p. 161 |
Setting Up for Art Activities | p. 164 |
Setting Up for Art Activities--Specific Stages | p. 167 |
Basic Equipment, Materials, and Use | p. 174 |
Safety | p. 181 |
Two-Dimensional Activities | p. 187 |
Picture Making | p. 187 |
Printmaking | p. 195 |
Collage | p. 200 |
Three-Dimensional Activities | p. 205 |
Developmental Levels and Three-Dimensional Media | p. 205 |
The Value of Clay | p. 207 |
Strategies for Working with Clay | p. 208 |
Modeling | p. 208 |
Assemblage | p. 211 |
Cardboard Construction | p. 213 |
Woodworking | p. 214 |
Play, Development, and Creativity | p. 223 |
The Role of Creative Play in Development | p. 224 |
What is Play? | p. 224 |
Importance of Play in Child Development | p. 226 |
Stages of Play | p. 231 |
Theory into Practice: Creative Activities for the Early Childhood Program | p. 239 |
Creative Activities in Other Curricular Areas | p. 240 |
Dramatic Play and Puppetry | p. 241 |
Importance of Dramatic Play | p. 241 |
Dramatic Play in the Home (or Housekeeping) Center | p. 244 |
Puppets | p. 248 |
Creative Movement | p. 256 |
The Importance of Movement Activities for Young Children | p. 256 |
Planning Creative Movement Activities to Meet Young Children's Needs | p. 257 |
Creative Music | p. 271 |
Goals for Young Children's Music Experiences | p. 274 |
Planning Music Activities | p. 274 |
Creative Language Experiences | p. 289 |
Development of Language | p. 289 |
Development of Speech | p. 290 |
Development of Rules of Speech | p. 290 |
Understanding Bilingual/Bicultural Young Children's Language Development | p. 292 |
Development of Listening | p. 293 |
Emerging Literacy | p. 294 |
Pre-Writing Skills | p. 296 |
Poetry Experiences | p. 296 |
Children's Books | p. 299 |
Creative Science | p. 318 |
Science and the Young Child | p. 318 |
Types of Science Activities | p. 319 |
Art and Science | p. 321 |
The Discovery/Science Center | p. 323 |
Environmental Education | p. 325 |
Environmental Activities in School | p. 327 |
Outdoor Science | p. 330 |
Creative Mathematics | p. 346 |
Developmental Pattern of Learning Mathematical Ideas | p. 347 |
Mathematics in the Movement Center | p. 348 |
Mathematics in the Art Center | p. 348 |
Mathematics at the Water Table | p. 350 |
Mathematics in the Home Center | p. 350 |
Mathematics in the Block Center | p. 350 |
Mathematical Concepts: Definitions and Related Activities | p. 353 |
Mathematics Grades 3-5 | p. 355 |
Creative Food Experiences | p. 366 |
Importance of Food Experiences to the Total Program | p. 366 |
Food Activities That Help Children's Creativity | p. 372 |
Getting Started | p. 372 |
Integrated Food Units--Elementary Level | p. 373 |
Reducing Sugar In Children's Diets | p. 375 |
Creative Social Studies | p. 394 |
p. 394 | |
p. 394 | |
Learning About One's World | p. 396 |
Individual Development and Identity | p. 396 |
People in the Community | p. 399 |
Teaching Young Children About Peace | p. 404 |
Creative Health and Safety Experiences | p. 414 |
Health and Safety in the Early Years | p. 414 |
Health Practices | p. 414 |
Early Childhood Health Concerns | p. 416 |
Safety Education | p. 418 |
Creative Celebrations: Holidays in the Early Childhood Curriculum | p. 433 |
The Place of Celebrations in the Curriculum | p. 435 |
Meaning of Holidays | p. 435 |
Celebrations and Holidays--The Old Way | p. 435 |
Celebrations--Feelings and Beliefs | p. 437 |
Including Celebrations in the Curriculum | p. 442 |
Developing a Policy for Celebrations | p. 442 |
Basic Steps to a Holiday Policy | p. 443 |
Developmentally Appropriate Celebrations | p. 450 |
Achieving Developmentally Appropriate Holiday Celebrations in the Curriculum | p. 452 |
Developmentally Appropriate Celebrations in the Year Round Curriculum | p. 456 |
Developmentally Appropriate Holiday Celebrations--A Final Note | p. 457 |
Resources for Celebrations | p. 462 |
Children's Books | p. 462 |
Using the Internet for Resources | p. 463 |
Books for Children | p. 464 |
References for Teachers | p. 475 |
Seasons | p. 478 |
Seasons: Aesthetic Awareness | p. 479 |
The Aesthetics of Autumn | p. 480 |
Autumn Experiences for Children | p. 480 |
Autumn Experiences for Older Children | p. 483 |
The Aesthetics of Winter | p. 485 |
Winter Experiences for Children | p. 486 |
Winter Experiences for Older Children | p. 488 |
The Aesthetics of Spring | p. 489 |
Spring Experiences for Children | p. 489 |
Spring Experiences for Older Children | p. 492 |
The Aesthetics of Summer | p. 493 |
Summer Experiences for Children | p. 494 |
Summer Experiences for Older Children | p. 496 |
Appendices | |
Gross and Fine Motor Skills | p. 503 |
Language Development Objectives and Activities for Infants and Toddlers | p. 505 |
Basic Program Equipment and Materials for an Early Childhood Center | p. 507 |
Room and Yard Organization, Exhibitions, and Displays | p. 512 |
Recycled Materials | p. 516 |
Criteria for Selecting Play Equipment for Young Children | p. 521 |
Puppet Patterns | p. 523 |
Glossary | p. 527 |
Index | p. 533 |
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