Welcome to CE410: 2 nd Seminar We will begin class at the top of the hour. Until then please feel free to share in conversation with your classmates.

Creative Teachers, Children, and Environments Within the theoretical context of creativity, Unit 2 provides the information to successfully plan and implement developmentally appropriate creative activities for young children, including children with special needs. The planning and implementation of these activities involves consideration of educational concepts, theories, and national standards within a play-based creative environment.

Unit Outcomes Discuss ways to plan creative activities that adhere to the basic concepts in developmentally appropriate practice (DAP) Explain some of the considerations when planning appropriate creative environments for young children of varying backgrounds Explain the similarities and differences between Gardner’s multiple intelligence theory and Bloom’s taxonomy along with their place in the early childhood curriculum environment Describe and compare the types and characteristics of play of children from infancy through third grade and explain how this knowledge affects the development of a creative environment for young children Explain the National Standards for Arts Education’s impact on art education reform.

Developmentally Appropriate Practices A set of core ideas that are the basis of early childhood education including attention to children’s developmental level and individual differences. When planning creative activities for young children, teachers need to take into consideration these basic concepts of developmentally appropriate practice: (1) the child’s need’s and interests; (2) their developmental levels; and (3) available materials and resource. Differentiated Instruction – providing different types of learning experiences and environments to suit the child’s individual needs.

Multiple Intelligences – a theory developed by Howard Gardner according to which each person possesses eight “intelligences” or ways to be smart. word smartlogic smartpicture smart music smartbody smart person smartself smartnature smart Bloom’s Taxonomy – A classification system for categorizing questions and designing instruction based on six levels of questioning from lowest to highest; knowledge, comprehension, application, analysis, synthesis, and evaluation Developmentally Appropriate Practices

Play is central in the lives of young children. Play may be organized (structured) or spontaneous ( free). Children’s play usually develops in a natural sequence from solitary, to parallel, to associative, and to cooperative play. The stages of play, within each age level, correspond to this sequence of development. Play is crucial to the physical, mental, emotional, and social development of children. The characteristics of play are (1) it is a natural part of a child’s life; (2) it is self-directed; (3) it is a creative activity, not a production; (4) it is a total sensitive experience for children. Play

Seminar Question #1  Discuss why differentiated instruction, Gardner’s multiple intelligence theory, Bloom’s taxonomy, and play are concepts that support developmentally appropriate practice. Provide examples of how these theories can be implemented into the early childhood arts curriculum. Discuss some adjustments teachers can make in the environment to encourage the play of children with special needs.

Seminar Question #2  Describe and compare the characteristics of play for an infant, toddler, preschooler, and kindergarten-3 rd grader.

Characteristics of Play Infants love face to face talking and grasping rattles and toys. Older infants love peeka-boo games and manipulative toys. Toddlers love play dough, water, music, climbers, books, simple nesting toys. Two and one half year-olds love dramatic play, acting out parts of mothers and fathers, by cooking, cleaning, caring for others (dolls), driving an imaginary car, mowing the lawn. Four year olds play monsters or ghosts, hide and seek games, pretending to be favorite character. Five to eight year olds develop physically in their play. At the beginning of this period of growth the child is almost continuously active. Toward the end of this period, movement becomes fluid and graceful. There is an increase of speed and smoothness in fine motor movements. Organized games with rules to follow are beginning to be popular with this age group.

Seminar Question #3  Explain why the National Standards for Arts Education are such an integral component of art education reform.

National Arts Standards The national standards in the arts (dance, music, theater, and visual arts) were developed (1994) by experts in education and in the arts describe what a child with a complete, sequential education in the arts from K-12 should know and be able to do at various levels in each artistic discipline. The standards were developed by the Consortium of National Arts Education Associations, through a grant administered by The National Association for Music Education (MENC).

Wrap Up "I never teach my pupils; I only attempt to provide the conditions in which they can learn." Albert Einstein