Early Childhood Arts Creative Pathways to Lifelong Learning building community, culture, and capabilities Arts,Core Standards, & Play-based Learning john holanda maria teresa ruiz
the ARTs in early childhood education the ARTS in Early Childhood Education, Emergent Curriculum, Play-Based Approaches & Professional Development in Early Childhood Practice ( observable controlled markers ) Daily strategies teachers can practice enhancing children s reflective thinking Engaging families and their daily routine
What do we mean by the ARTS music, dance, design, literature, poetry, film, culinary arts, conversation, sculpture, painting, architecture; how do we unify and integrate these fragmented art strands; and support children s creative and differentiated development?
Early Childhood Education continues to increase its focus and work on quality improvement responsive to the growing diversity and needs in todays early learning classrooms. For the 'advanced and beginning practitioner' in early childhood education the ability to integrate these directives into quality instructional practice can be supported by a community art culture supporting the context of this development This workshop informs instruction with knowledge and skills that can provide learning opportunities exploring 'the arts in early childhood education ; supporting the development of 'early artistic dispositions ; sustain the evolution of creative and mental growth.. There are numerous 'curriculum approaches' that support a wide range of learning needs yet it is the 'teacher in the classroom' that differentiates and refines the instruction to meet children's individualized instruction.
The 'arts' in early childhood education can offer experiences supporting the differentiated needs of the 'whole child'. The challenge is to provide developmentally appropriate activities that; product these early learning outcomes; address common core standards; and encourage early dispositions for creative and mental growth.
According to Victor Lowenfeld 'creative intelligence' unfolds over time, cannot be forced, and is encountered in its most pure form in the artworks of children and untutored artists. There are numerous 'curriculum approaches' that support a wide range of learning needs yet it is the 'teacher in the classroom' that differentiates & refines instruction to meet individualized instruction. The 'arts' in early childhood education can offer experiences supporting the differentiated needs of the 'whole child'. The challenge is to provide developmentally appropriate activities that; product these early learning outcomes; address core learning standards encouraging early dispositions for creative and mental growth. An intentional design of art curriculum in the classroom will demonstrate a responsive pedagogy and the child s 'Approach to Learning.
This workshop will explore and sample the following learning activities designed to address these objectives: 'Approaches to Learning' & Comprehensive Curriculum Outcomes 1. 'Children's Drawing' & Habits of Reflective Practice ; supporting analysis, creativity,& cognitive development 2. 'Play Dough and Intentional Design'; supporting comprehensive learning and readiness outcomes 3. 'Structured Improvisation'; bell-play ; inquiry; goals; supporting analytical development & intellectual growth 4. 'Music, Structure, and Improvisation'; dance and gesture- creativity on 'both sides of the brain'
the paradox of self regulated guided play
its not just right brain or left brain In recent years, evidence suggest that cognition results from the dynamic interactions of distributed brain areas operating in large-scale networks. Many brain regions work as a team to get the job done, and many recruit structures from both the left and right side of the brain.
Ongoing research has shown that the brain is not nearly as dichotomous (i.e.; right brain / left brain) as once thought. For example, recent research has shown that abilities in subjects such as math are strongest when both halves of the brain work together. Today, neuroscientists know that the two sides of the brain collaborate to perform a broad variety of tasks and that the two hemispheres communicate through the corpus callosum. http://psychology.about.com/od/biopsychology/a/myths-about-the-brain.htm
Creativity does not involve a single brain region or single side of the brain. Instead, the entire creative process from preparation to incubation to illumination to verification-- consists of many interacting cognitive processes (both conscious and unconscious) and emotions. Depending on the stage of the creative process, and what you re actually attempting to create, different brain regions are recruited to handle the task. Importantly, many of these brain regions work as a team to get the job done, and many recruit structures from both the left and right side of the brain. In recent years, evidence has accumulated suggesting that cognition results from the dynamic interactions of distributed brain areas operating in large-scale networks. Depending on the task, different brain networks will be recruited.
synthesis of creative and cognitive expression
If I were not a physicist, I would probably be a musician. I often think in music. I live my daydreams in music. I see my life in terms of music.... I get most joy in life out of music. After a certain high level of technical skill is achieved, science and art tend to coalesce in esthetics, plasticity, and form. The greatest scientists are artists as well. Albert Einstein
According to Victor Lowenfeld 'creative intelligence' unfolds over time, cannot be forced, and is encountered in its most pure form in the artworks of children and untutored artists from scribble-exploration to focused intentional exploration & expression
'Children's Drawing' & Habits of Reflective Practice; supporting analysis, creativity, approach to learning, & cognitive development
How can we support early dispositions for creative expression and cognitive development lets explore children s drawings and the underlining cognitive structures supporting their creative mental growth
1. 'Children's Drawing' & Habits of Reflective Practice; supporting analysis, creativity, and cognitive development. conversation ; emergence of literacy and prior knowledge expressive & receptive language Vocabulary development phonemic awareness cognitive development Alphabetic principle
drawing continued on other side of paper: I love my family conversation and the emergence of literacy and prior knowledge expressive and receptive language vocabulary phonemic awareness concept development
f flowers - collaborative and creative conversations
executive function, the arts, and the integrative exercise of brain networks
creative collaborations
'Play Dough and Intentional Design' supporting comprehensive learning and readiness outcomes
'Structured Improvisation'; supporting analytical development and intellectual growth
'Early Childhood Arts' as 'reflective practice' supporting: 1. the creative disposition- supporting early expressive ideas 2. instructional design- begin with the end in mind 3. social-emotional development- emotional intelligence in a constructivist atmosphere (relationship building) 4. critical thinking, and language acquisition in young children's 'creative and mental growth'.- key foundations supported depper cognitive w/ intentional design and language modeling in context
The Eleven Domains of the DRDP K (2015) Approaches to Learning Self Regulation (ATL REG) assesses two interrelated areas engagement & persistence; and curiosity and initiative. The self-regulation skills include selfcontrol of feelings and behavior and shared use of space and materials. The Social and Emotional Development (SED) domain assesses developing abilities to understand & interact with others and to form positive relationships. This includes identity of self in relation to others and social and emotional understanding.
The Language and Literacy Development (LLD) 1. domain assesses the progress of all children in developing foundational language and literacy skills. These skills can be demonstrated in any language and in any mode of communication. The LLD measures should be completed for all children, including those who are dual language learners. Language and literacy skills in a child s first language form the foundation for learning English. Therefore, dual language learners may demonstrate knowledge and skills in their home language, in English, or in both (or) languages.
The Approaches to Learning Self Regulation (ATL REG) assesses two interrelated areas engagement & persistence; and curiosity and initiative. The self-regulation skills include selfcontrol of feelings and behavior and shared use of space and materials.
Designer, Engineer, Poet, challenging behavior??
Drawing #1 Drawing #2 drawings during 15 minutes free time & exploration Drawing #3 Drawing #4
The ARTS & Building Community lets make something together Without our connections, we are isolated Lifelong learning is foundational in strengthening our abilities to live with one another in a civil & harmonious way. Every situation and person encountered offers an opportunity to learn, grow, and develop healthy relationships.
Students in the 21st century are continuously bombarded with the requirements of curriculum content, standards, and technological expectations that extend beyond what most of us were prepared to teach. Never before have there been so many questions about what is essential to learn, within such a short amount of time to teach it. Some students embrace the challenges presented to them, while others seem to lack a connection to the learning and become disengaged. Teachers are challenged to transform classroom experiences to enable ALL students to learn.
. daily flushing