Throughout this week’s exploration, the children and I had been continuing to explore spiders and spider webs. The children got a chance to look at spider webs and explore how they work. The conversation evolved around how do spiders make web and what would happen if it’s destroyed. Leo’s play of spider family is still present in this week’s exploration and the children had been building upon this idea. In addition, the children started showing interest in what the spider web does. The children started talking about how the insects are wrapped inside spiders’ silky webs and the spiders can catch them. “We are interested in the final product as well but the true creativity, the intelligence is in the strategies that children apply in their
In the tale Bra Spider’s it's about a this one spider who is hungry. The spider wanted to eat all the villages foods and the feasts. The spider invented a rope and tied it around the waist. The rope are connected to every single villages. When the foods and feasts are ready in each town the villagers will pull the rope this way the spider will know the
The daycare that I visited was Rosemont Daycare and Preschool. This center is faith based and I was able observe the “Duck Class” which was the age group of four and five year olds. I went to observe on February 11th and 16th, from 9:00 a.m. to 12:00 and the 18th from 3:00 to 6:00. On the 11th and 16th, there were a total of 12 children in the Duck class. At 9:00 the children were engaged in circle time meaning that the children were learning about their bible verse for that month which was “For God so loved the world that he gave his only begotten son.” The children then discussed what they thought that meant. On the 11th I was present to see the children, the ones I decided to observe were Kali, Roslyn, Fiona, and Brayden. When the children were doing crafts I sat near the counter island in the class room so I was out of the way but still able to see and hear what the kids were doing and saying at the table.
. D. Arkive.com states that these spiders like to make their web close to the ground and
Creativity in was defined by National Advisory Committee for Creativity and Culture in Education (NACCC 1999) by 4 main characteristics. The first is the use of imagination thinking or behaviour concerned with original or unusual ideas or actions. Second is using imagination to pursue a purpose relating to using imagination for purpose and having resilience to keep reinventing this. Third is originality; this is not only in reference to historic originality of anything gone before, but It can be personal originality or peer originality. Forth is judging value; explained as evaluating an imaginative activities worth in relation to a task. Wilson (2009) notes the increase of creativities stature in education and pedagogy from beyond the foundation subjects and arts during the last century. Robinson (2013) argues that modern education is still based around conformity and does not foster children’s natural inquisitiveness or creativity. My view is that education has progressed from the Victorian didactic ways of teaching, heavily influenced by the behaviourist theorist Skinner (Moore & Quintrel 2000). We are now concerned with developing the whole child as appose to simply imparting knowledge, repeating and demanding a correct response. This notion of developing the whole child, concerned with social and emotional qualities as well as academia, was central to the highly influential Every Child Matters (ECM) agenda (DfES 2004). ECM’s outcomes and aims, with respect to children’s enjoyment and achievement, highlight the importance of personal and social development.
In Sir Ken Robinson’s Ted Talk video, he had many major points that relate to the definition and importance of creativity. A major point how creativity is as important in education as literacy. According to Sir Ken Robinson, “we should treat it with the same status. He explains is that education is used to prepare use for the future, but the future is unpredictable.”.
I observed one child from the infant age group, E, and another child from the young toddler age group, A. I observed these children at a daycare center in Bowling Green, OH. The center is a little outdated for my likely because of the age of the building, but the center has been around for a long time. This center accommodates children from six weeks old to kindergarten. I work at this daycare several days a week so doing observations was very easy for me because I personally knew these children. They room is decorated with bright green walls and carpeted floors. The infant and the young toddler room are enclosed in one room but divided by a short door. The infant room is set up much smaller than the young toddler room. The infant room has a maximum of eleven infants
For the majority of my preschool observation, the children were outside. It was very hard to get a good idea of what they did at this preschool and what the kids and teachers were saying. Just from my observation, I realized how different my preschool was. I went to St. Vincent DePaul Catholic Preschool in Shepherd. It was very different because my class was very small. It had eleven people in it, while the class I observed had about twenty people in it. Also, these children go to school all day and they will not all end up in the same graduating class someday. At my preschool we only went for half days and the majority of the students that went to my preschool graduated with me. I think both of the preschools had pros and cons. All day school is most likely better because students will get used to going to school all day and be more prepared for kindergarten. Having a smaller class may be better because it is more one on one. The one thing I think that was really good about my preschool is that we all graduated high school together. I think that it is very fun to get to grow up with the same people. I think both preschools are very good, they are just very different.
Toddlers are the epitome of curiosity and energy. From ages 1 – 3, toddlers are always on the go and want to learn about everything in their world. As with infants, no two are alike; each toddler is unique in his or her developmental stages, and each accomplishes milestones at different times. “Although children develop at different rates, there are common stages of development that serve as guidelines for what most children can do by a certain age” (Groark, McCarthy & Kirk, 2014). As seen in the hatfieldmomof3 (2011) video, one observes toddlers at play and can determine the age of the toddlers by their actions and the milestones they have accomplished.
My hypothesis was to determine the effects of maternal presence versus absence on sibling behavior.
In conclusion to some up this essay the term ‘creativity’ will always cause a debate in the educational system as. There will always be difficulty defining it as many use the term too loosely to have a definitive meaning. It requires risk taking, it is difficult to portray creativity when schools are so obsessed with right or wrong answers for ways of doing things. Society teaches us the risks are bad because the government and its policies interfere with our own choices and decisions.
I gave birth to a healthy, beautiful baby girl named Luna. Jeffrey has taken quite a liking to being a big brother. He likes to hold and rocker her and helps with feeding her. Jeffrey is still a slow-to warm child. He can communicate fairly well and is now using mostly complete sentences and seems to understand most of what I say. He occasionally makes errors of overregularization. He has taken an interest in music and singsongs even though he usually repeats a certain part a lot. I encourage this by taking him to local performances of children’s musicals. Jeffrey has learned the routines pretty well and is reasonably cooperative for his age. He is rarely aggressive to adults or other children. Jeffrey’s fantasy play has become more elaborate and sometimes includes superheroes or cartoon
At the turn of the century, and more recently, problem solving took first place along with creative thinking (Gruber, 2011). This essay will prove that the current education system tends to eventually pull children away from creativity. It will demonstrate how there is a greater amount of creativity in younger children as opposed to older children. This will be shown through the theories of Howard Gardner and Jean Piaget. In order to prove that education has moved away from a creative focus, this essay will examine the three phases of creativity, multiple intelligences and the U-shaped curve by Gardner, as well as Piaget’s constructivist theory and beliefs on retrogression, which is the idea of growing to show how we eventually pull away from visual art (Nolley, 2010).
The location of the observation was at the Community Center (Early Childhood education program) at 11:00am to 12:30pm on April 15, 2014. The meaningful experiences in early childhood education can positively shape children's development. With a teacher is guidance authentic child-art activity can educate enrich young students' learning abilities, encourage positive attitudes toward other children, and more importantly, learn to interact with people around them in the contemporary world. However, art for young students often takes many diversified approaches and emphasizing questionable practices. Observation is a part of meaningful and authentic early childhood art education. Observation enriches children’s experiences in their environment, gives them motivation to study, interact with other children and follow the practices of their adult models. Moreover, they develop strategies and skills to represent objects in their environment.
To begin with Sir Ken Robinson states that “creativity is the greatest gift of human intelligence” and therefore the education system should help children to realise their creative potential, unfortunately many are being displaced from their own true talents. Formal instructions and inquiry based learning are essential for creative education. There are some times when it is appropriate for the teacher to give formal instruction in skills a...
Herein lies the problem. The children that we are educated are and will be faced with new challenges that current education systems all over the world have been failing to meet. It would seem that structures of mass domain education suppress the innately imprinted creativity found in every living person and widely known specialist on the subject, Sir Ken Robinson, goes as far as saying that we are, “educating people out of their creativity” (Giang, 2013). But if the school system is to make adjustments to explore and cultivate creativity more how are they to do so without losing total structure? Robinson acknowledges this by saying that, “in every creative approach some of the things we’re looking for are hard, if not impossible to quantify. But that doesn’t mean that they don’t matter.”