Creative Development in the Early Years Foundation Stage

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  • Edition: 1st
  • Format: Hardcover
  • Copyright: 2009-01-26
  • Publisher: Routledge
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  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.


The Practical Guidance in the Early Years Foundation Stageseries will assist practitioners in the smooth and successful implementation of the Early Years Foundation Stage. Each book gives clear and detailed explanations of each aspect of Learning and Development and encourages readers to consider each area within its broadest context to expand and develop their own knowledge and good practice. Practical ideas and activities for all age groups are offered along with a wealth of expertise of how elements from the practice guidance can be implemented within all early years settings. The books include suggestions for the innovative use of everyday ressources, popular books and stories. Children's early communication needs careful nurturing and support. Practitioners will be both challenged and supported by this book which focuses on the skills needed for language and literacy and all aspects of children's interaction with others. The learning opportunities for children need to be relevant for their age group, realistic and challenging. This book gives readers clear explanations and practical ideas to help them establish firm foundations on which children can grow in confidence and become skilful communicators.

Table of Contents

Contents Acknowledgements Introduction Chapter 1 Creativity, a theoretical base A definition of Creativity Five Conditions for Creativity Why Creativity is important The Stages of Creativity The Spiral Curriculum Creativity and Play Key Aspects of Play Creativity in the wider curriculum The Adults' Role in Children's Activity Conclusion Chapter 2 :Being Creative: responding to experiences, expressing and communicating ideas Birth to 11months: Use movement and sensory exploration to connect with their immediate environment 8-20 months: Respond to what they see, hear, small, touch and feel 16-26 months: Express themselves through physical action and sound 16-26 months: Explore by repeating patterns of play 22-36 months: Seek to make sense of what they see, hear, touch and feel 30-50months: Use language and other forms of communication to share the things they create, or to indicate personal satisfaction or frustration 40-60 months: Make comparisons and create new connections Chapter Three: Exploring Media and Materials Birth to 11 months: Development matters: discover mark-making by chance, noticing, for instance, that trailing a finger through spilt juice changes it. 8-20 months: Explore and experiment with a range of media using whole body 16-26 months: Create and experiment with blocks, colours and marks 22-36 months: Begin to combine movement, materials, media or marks 30-50 months: Explore colour and begin to differentiate between colours 40-60months: Explore what happens when they mix colours. Choose particular colours to use for a purpose Chapter Four: Creating Music and Dance Birth-11months: Respond to a range of familiar sounds, for example, turning to a sound source such as a voice. 8-20 months: Move their whole bodies to sounds they enjoy, such as music or a regular beat 16-26 months: Begin to move to music, listen to or join in rhymes and songs 22-36 months: Create sounds by banging, shaking, tapping or blowing 30-50 months: Explore and learn how sounds can be changed 30-60 months: Imitate and create movement in response to music 40-60 months: Begin to build a repertoire of songs and dances Chapter five: Developing Imagination and Imaginative Play Birth-11months: Smile with the pleasure of recognisable playthings 8-20 months: Enjoy making noises or movements spontaneously 18-26 months: Pretend that one object represents another, especially when objects have characteristics in common 22-36 months: Begin to make-believe by pretending 30-50 months: Notice what adults do, imitating what is observed and then doing it spontaneously when the adult is not there. Use available resources to create props to support role play. Develop a repertoire of actions by putting a sequence of movements together. 40-60 months: Introduce a story-line or narrative into their play. Play alongside other children who are engaged in the same theme. Play cooperatively as part of a group to act out a narrative

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