Promoting Creativity in Young Children.
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| Title: | Promoting Creativity in Young Children. |
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| Language: | English |
| Authors: | Honig, Alice Sterling |
| Peer Reviewed: | N |
| Page Count: | 56 |
| Publication Date: | 2000 |
| Document Type: | Guides - Non-Classroom Speeches/Meeting Papers |
| Descriptors: | Classroom Environment, Creative Activities, Creative Art, Creative Development, Creative Dramatics, Creative Thinking, Creativity, Creativity Research, Divergent Thinking, Early Childhood Education, Enrichment Activities, Self Expression, Teacher Role, Teaching Methods |
| Abstract: | This paper discusses creativity in young children and what teachers can do to support and promote it. Topics addressed in the paper include: (1) teacher interest in promoting creativity; (2) defining creativity; (3) creativity in the socioemotional domain; (4) the relationship between creativity and empathy for others; (4) bibliotherapy; (5) learning the secrets of promoting divergent thinking; (6) encouraging child cooperation to create a climate for creativity; (7) sharpening children's verbal tools; (8) humor to promote divergent thinking; (9) enlisting curricular components to engage children's creativity (such as music, art work, dance, drama, puppetry, and movement); (10) creating classroom time for imagination games; (11) how a strong knowledge base undergirds creativity; (12) how creative scenarios may serve children's deeper psychological needs; (13) imaginary parties to create a happy indoor climate during severe winters; (14) promoting poetry to prominence in the classroom; (15) celebrating creative writing; (16) classroom arrangements that enhance child creativity (such as dramatic play spaces); (17) power relations in the classroom that affect creativity; (18) other experiential domains where teachers can encourage creativity (including collections); (19) decreasing "consumer gimmees" through emphasis on creativity; (20) partnering with parents to enrich creativity in children's lives; (21) the connections between creativity and mental health in early childhood; (22) the directions of creativity research, practice, and policy in the next decade; and (23) promoting creativity in society (including gender and creativity, the importance of fairy tales, and creative activities as buffers against stress). (Contains 66 references.) (EV) |
| Entry Date: | 2000 |
| Accession Number: | ED442548 |
| Database: | ERIC |
| Abstract: | This paper discusses creativity in young children and what teachers can do to support and promote it. Topics addressed in the paper include: (1) teacher interest in promoting creativity; (2) defining creativity; (3) creativity in the socioemotional domain; (4) the relationship between creativity and empathy for others; (4) bibliotherapy; (5) learning the secrets of promoting divergent thinking; (6) encouraging child cooperation to create a climate for creativity; (7) sharpening children's verbal tools; (8) humor to promote divergent thinking; (9) enlisting curricular components to engage children's creativity (such as music, art work, dance, drama, puppetry, and movement); (10) creating classroom time for imagination games; (11) how a strong knowledge base undergirds creativity; (12) how creative scenarios may serve children's deeper psychological needs; (13) imaginary parties to create a happy indoor climate during severe winters; (14) promoting poetry to prominence in the classroom; (15) celebrating creative writing; (16) classroom arrangements that enhance child creativity (such as dramatic play spaces); (17) power relations in the classroom that affect creativity; (18) other experiential domains where teachers can encourage creativity (including collections); (19) decreasing "consumer gimmees" through emphasis on creativity; (20) partnering with parents to enrich creativity in children's lives; (21) the connections between creativity and mental health in early childhood; (22) the directions of creativity research, practice, and policy in the next decade; and (23) promoting creativity in society (including gender and creativity, the importance of fairy tales, and creative activities as buffers against stress). (Contains 66 references.) (EV) |
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