creativity defination

Early childhood education boils down to creativity. It enables young children to communicate, form an understanding of their environment, acquire skills needed to live as individuals in the world and learn to think, solve problems and be flexible. Creativity does not belong only to the art domain, but it penetrates all segments of the early learning program. Creative thinking can be found in storytelling and construction, in science, music, and imaginative play and it gets children into thinking about new things and becoming confident, curious, and capable scholars. Early Years Learning Framework v2.0 (EYLF) considers creativity as one of the essential capabilities which aid in the learning and well-being of children and future success. It is closely connected to the Learning Outcome 4: Children are confident and involved learners. This result indicates the significance of curiosity, imagination, and creativity and persistence in the learning of young children. The artistic voice also encourages children to feel their identity, emulate their emotions and communicate. Through creative encounters, children enhance their agency, experiment, and pursue meaningful interaction with others. The most advantageous way to cultivate creativity is when a certain environment fosters open-ended exploration. The environments give children space, materials and time to play with and freely express their ideas. In that regard, a toddler will tackle colour and texture using finger painting, a preschooler tackles characters and stories in dramatic play, and a school aged one will get into designing and building using materials that have been repurposed. The experiences assist children to connect, solve problems and express themselves differently. The attention is not paid to the final product, but to the creative process. When teachers respect the minds of children and offer them the liberty to explore, creativity will automatically be at its best. There is a very close connection between play and creativity. With the help of play, children get enough learning to imagine, negotiate, and represent their details. The sociocultural theory developed by Vygotsky points out to the imaginative play as the engine of cognitive and linguistic development. It gives children the capacity to role play, dramatise and metaphorise. Reggio Emilia philosophy advises that children communicate through a hundred languages such as drawing, painting, music, dance, construction and storytelling. These numerous forms of communication are a way of thought and existence of every child. Constructivist theorists like Piaget and Bruner also point out that children construct knowledge, through the interaction with the surrounding, manipulation of materials and reflection of experiences. This site is targeted at being a resource site of early childhood educators. It demonstrates the ways in which it is possible to incorporate creativity in ten areas of the curriculum. The curriculum field is presented at each of the page, an investigation of theories and perspectives of creativity is conducted, and teaching methods are proposed. It also suggests materials and digital tools as well as developmentally appropriate learning activities of children between birth and age eight. You will also get video and reflective exemplars of how creative learning works and how to better the practice. As educators purposely design creativity their children end up sharpening skills that go beyond school boundaries. Creative learners are tenacious, cooperative, and able-minded to think differently and in a new way. Embedding creativity we teach children not only to achieve academic success, but to learn and live all their lives.