Roles and values of creativity and the arts in early childhood education.
Embedded within the 5 areas of development , Social , Physical , Intellectual , Communication and Language and Emotional development (SPICE) this assignment will give specific focus to the intellectual development of young children and highlight the importance of creativity and imagination to enhance and progress this level of understanding . It will draw upon the Early Years Foundation Stage and learning through play to cement the impotence of creativity and how the role of the adult can infuse creativity and imagination to heighten a child’s development .
Creativity has many concepts and definitions , for instance Griffiths (2014) describes as the human imagination required to symbolise experiences through the use of colourful language or other media such as music , dance , stories and pictures , which is reflected by the Curriculum guidance for The Foundation Stage (2006) . This advises that children should be provided with opportunities through play based learning to explore and creatively express themselves in diverse forms including music , movement and role play activities , which aims to develop curiosity through the encouragement of creativity and imagination .
The significance of play to promote development is recognised by Duffy (2006) as creativity and imagination are perceived to stem from the ability to play . Furthering this , Frobel 1909 , cited by Moyles (2005) advocates that play is the highest achievement of child development and spontaneous expression ; with this in mind it is a prime opportunity to ignite their imagination and intellectual developments as they are in a constant stage of mental cognition . Glenda Walsh believes this is achieved by adapting a ‘playful nature’ .
Walsh , Sproule , McGuinness and Trew (2011) reinforce a ‘playful structure’ to enhance the interactions between an adult and child during a playful experience to support the child’s development , they also cite Leavers (1993 , 2000) who believes this higher level of engagement is a ‘prerequisite’ for early years development and future intellectual developments .
Within practice this can be observed during role play interactions as the practitioner adapts a playful nature to creatively interact with the child and evoke their imagination . For example , re-enacting a scenario familiar to the child or building upon a previous experience to create an alternative thought process helps to intellectually stimulate a child’s development through language , sustained thought and imagination .
Children are often engaged in total immersion of spontaneity without the notion of a pre-determined outcome . The role of the adult during this time is to practice and consolidate their skills and enhance their intellectual process which depicts the Vygotskyian premise , as social interactions deepen understanding especially during the ‘Zone of Proximal Development’ . Furthering this , Bruner (1975)...