Effective Practices In Childhood Education -Myassignmenthelp.Com

Question: Discuss About The Effective Practices In Childhood Education? Answer: Introduction According to the Government of UK (2017), The Early Years Foundation Stage (EYFS) sets the standards of learning, care and development of children from 0 to 5 years. The main areas of learning that has been highlight by the EYFS include language andcommunication development, physical development, literacy, social, personal and emotional development, creative skills in mathematics, a proper understanding about the concept of the world and growing skills in expressive arts and design. Proper development of all these skills as mentioned under the banner of EYFS promotes creative thinking capability of the child. According to the reports published by Davies et al. (2013), creative thought process, creative problem-solving skills, thinking in a creative manner, the art of creative learning and the possibility of thinking in an innovative or creative approach belong to the general category of creative thinking skills. This creative thinking skills have both practical and cognitive elements . Creative thinking or creativity in thinking helps in the generation of new ideas among the children. It also helps them to find and discover new and innovative ways of doing things while giving the children confidence and motivation to take risks (Wang, 2012). In the Montessori training approach, creative thinking is promoted via focusing on the childs individuals need. This focus on the individual need is done via seeding optimised environment and this optimised environment help in promoting the creative thinking skills of the child (Craft, McConnon Matthews, 2012). According to Davies et al. (2013), there are reasonable evidences across numerous studies that taking students outside of their class rooms and working with them in an outdoor set-up can foster creative development. This outdoor set-up must be favourable for the children. The reason behind this is associated with the ownership and collaboration. Research carried by Bancroft et al. (2008), elucidated that taking an initia l walk, whether in a rural or urban settings can provide an enriched context for the purpose of elucidating a childs schemas along with interest on which the Montessori teacher can build to increase their creativity. Other activities which are found increasing the creative thinking ability of a child include creative utilization of the red rods for designing of the Christmas tree help in the sensorial development in child which in turn promotes creative thinking ability. Plastic colorful building blocks use to make a ridge or building also promotes the creative view point of a child. According to the reports published by Verdine et al. (2014), interlocking block construction promotes spatial assembly skills in children which have a significant impact not only on the creative thinking skills but also on the mathematical skills. Other specific areas of aspect of creative curriculum which are undertaken by Montessori teacher to promote the creative development include movement and dance, music, visual art, imaginative role and taking part in drama. This cumulative activity promotes the development of gross motor skills, sustained thinking and thereby promoting towards creative thinking (Bredekamp, 2016). This concept of sustained shared thinking is proposed by Siraj Blachford. According to him, sustained shared thinking promotes the development of the brain which enables the children to develop innovative ideas thereby helping them to increase their horizon of knowledge (Craft, McConnon Matthews, 2012). The importance of Montessori in assisting the creative skill development of the children lies in the fact that Montessori talks a lot about the trust between the children and teachers and this trust help in the generation creative thinking skills among the children via gaining a confidence in them that they can take risk (Bredekamp, 2016). The Montessori teacher also track the progress of the creative thinking of the children thus taking a critical review of the skill development process as per the EYFS guidelines stated by the Government of UK. The main role of the Montessori teacher while assisting a child towards the development of creativity is to first create a positive environment based on the age band of the child is will be followed by open ended question allowing the freedom fo speech. This freedom of speech will help the child to gain proficiency in language and communication thus satisfying the goals of EYFS. The development of language and communication power further helps in the development of expressive language, imaginary language and sharing of creative ideas. Apart from freedom of speech, the educator will also be responsible to provide the child with suitable tools which will aid in creative development and sustained shared thinking. However, these tools need to be creative and fresh (Bredekamp, 2016). Creativity also supports various other aspects of a childs development. Gross motor skill is one of main domain of development that is shaped up along with the training for the creative skills. Creative activity which assists in the development of the gross motor skills include ribbon painting, dancing along the music, painting with wheels and playing imaginary roles(PeetHartwick, 2015). This development of the gross motor skills in turn help in the overall promotion of the physical development via generating proper hand eye co-ordination, development of sensory motor skills and fine motor skills. Other aspects of the EYFS that are covered under the banner of creative thinking skills of a child is the development of cognitive thinking ability along with social and emotional development (Peet Hartwick, 2015). The cognitive ability increases the problem solving skills and thereby aiding towards the development of creative thinking. Social and emotional development helps the child to c onnect with the environment leading to productive interaction and thus helping in the development of creativity. This social and emotional development aid the child to work on their self-esteem and thereby helping to gain confidence towards positive interaction (Bridges, 2017). Thus from the above discussion it can be concluded that the main areas of learning which are highlight by the EYFS is comprehensively covered via promotion of the creative thinking ability of the child under the controlled supervision of an educator. References Bancroft, S., Fawcett, M., Hay, P. (2008). Researching children researching the world: 5 5 5 = creativity. Trentham: Stoke-on-Trent Bredekamp, S. (2016).Effective practices in early childhood education: Building a foundation. Boston: Pearson. Bridges, K. M. B. (2017).The social and emotional development of the pre-school child.Routledge. Craft, A., McConnon, L., Matthews, A. (2012). Child-initiated play and professional creativity: Enabling four-year-olds possibility thinking.Thinking Skills and Creativity,7(1), 48-61. Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., Howe, A. (2013). Creative learning environments in educationA systematic literature review.Thinking Skills and Creativity,8, 80-91. Government of UK (2017).Early Years Foundation Stage. England Retrieved from: https://www.gov.uk/early-years-foundation-stage Peet, R., Hartwick, E. (2015).Theories of development: Contentions, arguments, alternatives. Guilford Publications. Verdine, B. N., Golinkoff, R. M., Hirsh?Pasek, K., Newcombe, N. S., Filipowicz, A. T., Chang, A. (2014). Deconstructing building blocks: Preschoolers' spatial assembly performance relates to early mathematical skills.Child development,85(3), 1062-1076. Wang, A. Y. (2012). Exploring the relationship of creative thinking to reading and writing.Thinking Skills and Creativity,7(1), 38-47.