CYPW level 3 CYPOP 7 Promote Creativity and Creative Learning

[england]

Explain evidence, approaches and theories about the benefits of creativity for the well being of children and young people.
Ofsted have evidence about creative partnerships and the benefits of creativity for the well being of children and young people. They praised creative partnerships in 2006 for helping to improve pupil’s personal and social skills. It also gave the teachers, school leaders and creative practitioners more positive attitudes. The program changed pupil’s attitudes and behavior, and the demonstration of creativity approaches to their work.
Howard Gardner’s theory talked about multiple intelligences which include linguistic, logical mathematical, musical, spatial, naturalist and bodily – kinesthetic intelligence. He believed that people only seem to be creative in one or two domains or areas rather than genuinely creative. This is why children benefit better and more positively by encouraging them to be more creative in everything they do.
The Reggio Approach believes that children are driven by curiosity and imagination. Reggio considers early infancy to be a distinct developmental phase in which children demonstrate an extraordinary curiosity about the world. The expressive arts as a vehicle for learning are of central importance in then Reggio Approach. Children are inherently expressive and creative and use their imagination to explore and understand the world they live in. Reggio believes focus can be on the process of learning not the end product.
1.2 Identify the potential benefits of different types of creative activity
Everything in a preschool for a child to play with will help them learn and develop different skills. Example: role play will help with their personal, social and emotional development. Role play can be solitary, group and cerebral. All the different costumes help them learn about the world and different cultures.
IF this can help you good luck

[1982vicky]

Thank you so so much really helpful xxx

[nasrin]

hi can anyone please help me i'm stuck on this question and i haven't got a clue what it means so i'm just going to write out the full question.

THERE ARE SEVERAL THEORETICAL APPROACHES TO CREATIVITY. LOOK AT THE SUB HEADING'S BELOW & EXPLAIN THESE KEY APPROACHES TO CREATIVITY;

NATURE/NURTURE
ROLE MODELLING
CREATIVITY AS A PROCESS

PLEEEEEEEEEEZE SUM1 HELP ME
NASRIN

[england]

1.1
The difference between creativity and creative learning is that creativity is more about the traditional arts and using fine motor skills e.g. cutting and drawing. Creative learning is about children using their mind to solve problems e.g. making an information booklet; this will help with problem solving skills. In my placement we do creativity and creative learning by giving the children chance to express their feelings e.g. giving the children paper and crayons to draw with, we also help children build towers and bridges for construction.

1.2
There are many theoretical approaches to creativity and creative learning these are nature verses nurture this could mean that people are born 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 means that creativity will follow a pattern to make it happen, this will also help to build upon skills that will emerge. The cultural approach means that every child will be creative so many things will affect this. As practitioners we have to give and environment that will help children explore and be creative with how they want to be. Cognitive theories is when children make relations between different things, this theory look 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.

Creative learning is about how children are actively involved in their own learning, and their ability to make choices and decisions. This can be achieved through providing a creative environment, allowing exploration through play and
praising creative efforts.

Creativity is about risk taking and making connections, allowing children to explore and express themselves through a variety of media or materials including, dance, music, making things, drawing, painting and make believe and to make new things emerge as a result. Being creative is strongly linked to play and can emerge through a child being absorbed in their own actions and ideas.
Although most of us feel we know what creativity means, in educational forums creative learning and creativity can have variety of meanings. Creativity will be linked to the traditional creative arts and the development of imagination and imaginative play, while creative learning will be linked to the wider context in which children can show skills in problem solving, exploration and imaginative thinking.

try this

happy to help.x

[Sofia#1]

hi this link might help anyone who is still struggling:
http://quals.onefile.co.uk/pdf/unit/cypw_047.pdf


------------------------------------------------------------------------------
Creativity and Creative Learning unit

<quote>
N029954 – Specification – Edexcel Level 3 Diploma for the Children and Young People’s Workforce (QCF) – Issue 3 – December 2011 © Pearson Education Limited 2011

Unit 47: Promote Creativity and Creative Learning in Young Children
Unit code: CYPOP 7
Unit reference number:
A/601/0135
QCF level: 4
Credit value: 5
Guided learning hours: 35

Unit summary
The unit is designed to deepen knowledge and understanding of the importance of creativity and creative learning for young children and competence in promoting this in early years settings. The unit also encourages the learner to support change and improvement in practice.

Assessment requirements/evidence requirements

This unit should be assessed in line with Skills for Care and Development’s QCF Assessment Principles. Learning outcomes 2, 3 and 4 must be assessed in a real work environment. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.

Unit content

1 Understand the concepts of creativity and creative learning and how these affect all aspects of young children’s learning and development.


Differences between creative learning and creativity: creativity as a process eg developing music, dance, writing stories, drama, drawing, painting; creativity involves taking risks and experimenting; links between imagination and creativity; creative learning provides opportunities for exploring, discovery, sensory development, experimentation

Current theoretical approaches to creativity and creative learning in early childhood: ‘creativity and critical thinking’ as one of the commitments to the EYFS principle of learning and development; focus more on creative process than end product; important connections between creativity, problem-solving and critical thinking; link between play and development of creativity in babies and young children; creativity and imagination linked to development of reading and writing; theories of leading early years specialists eg Moyles

How creativity and creative learning can support young children’s emotional, social, intellectual, communication and physical development: creativity supports all areas of a child’s development; how creative activities can support and encourage creative development eg children working together on a collaborative piece of work may develop their social skills, physical creativity such as dance can enhance development of balance and coordination, activities such as writing and poetry encourage development of language skills

2 Be able to provide opportunities for young children to develop their creativity and creative learning


How to promote creativity and creative learning: eg provide plenty of opportunity and time to play, provide a wide range of stimulating materials and resources, encourage children to use resources in many different ways, opportunities to represent ideas in different ways, sensitive supportive practitioners, providing more child-initiated activity than adult-led tasks, recognising that over-organised activities can stifle creativity, celebrating and displaying the creative work of all children.

Why young children require extended and unhurried periods of time to develop their creativity: eg adequate time to develop ideas, experiment with materials and resources, opportunity to revisit creative activities and experiences, opportunity to express feelings and opinions, opportunity to solve problems and challenges for themselves.

3 Be able to develop the environment to support young children’s creativity and creative learning


Explain the features of an environment that supports creativity and creative learning: wide range of resources and materials linked to creativity; time to develop ideas and to revisit experiences; opportunity given to explore, experiment and problem-solve; sensitive, supportive interactions from practitioners; the process is valued above the end product; inclusivity means everyone’s creative work is valued.

Monitor and evaluate the effectiveness of aspects of the environment in supporting young children’s creativity and creative learning: observe children engaged in creativity in different areas of the setting; aspects of the environment eg adult intervention, physical resources, space and equipment, atmosphere; evaluate what went well and identify what the practitioner could do to enhance the children’s creative experiences.

4 Be able to support the development of practice in promoting young children’s creativity and creative learning within the setting


Evaluate and reflect on own practice in promoting creativity and creative thinking: consider each area of development and how creativity is being used to support it; evaluate own ideas on how creativity should be promoted in the setting; evaluate practice against agreed criteria and objectives; use of appropriate tools and resources for evaluation and reflection eg reflective practice log; identify where changes, development and additional training or support are required; reflecting on whether own practice has contributed to meeting the needs of individual children or young people; obtaining feedback from children or young people and others involved in the setting.

Support others to develop their practice in promoting creativity and creative learning: eg. information sharing and sharing of best practice, give constructive feedback to develop competence, confidence and motivation in others, use feedback to raise awareness of others’ strengths, support others to identify areas for improvement and advise on actions to be taken to improve performance, help others identify sources of support and training, encourage mentoring and work shadowing.

Develop a programme of change to the environment to enhance creativity and creative learning giving a justification and expected outcomes for each area of change: changes to the environment eg atmosphere, resources, equipment, planning and/or assessment of creative activities; develop programme of change eg use appropriate documents and/or procedures for planning, work in collaboration with children, parents and others in the setting, use appropriate goals and means of measuring outcomes, show clear evidence of inclusivity and child-centred focus in the programme of change, implement change at appropriate time and in appropriate circumstances.

[Lou5191]

Hi. I can't open the sample pages? Thanks in advance :)

[Ruthierhyme]

Hi, welcome to the site, I've just gone back through this thread and updated the links xx

Best wishes

[Lou5191]

Thank you x

[xNataliex]

.

[xNataliex]

Guy Claxton described creativity as the whole process where ideas and ways of thinking generate, develop and transform into significant thought. He said that creativity is the process of developing ideas and ways of thinking and that the meaning of creativity can be different for different people. Guy Claxton also said that everybody is capable of being creative but it is a skill that needs to be developed.

Bernadette Duffy believes that the creative process is fostered by taking risks and, exploring and using all the senses in play. Bernadette Duffy said that creativity is accessible to everyone and can be taught and encouraged. When an individual does something creative and it is new to that person it is a form of creativity because they have just created something that is new to them.

Tina Bruce says that the environment and practitioners need to support creativity; practitioners need to engage in conversation and ask open ended questions, She said that practitioners too often set specific activities for children and they need to foster children’s more often ideas when planning activities and need to extend children’s creativity by providing more options.