Creative Tools and Approaches for Early Childhood Studies

This article discusses the creative tools and approaches used in early childhood studies to understand and support children's learning and development. It explores the role of practitioners in scaffolding children's learning and provides references for further reading.

Early child hood studies

Table of Contents
Creative tools and approaches ........................................................................................................3
Role of practitioners in scaffolding children learning ....................................................................4
REFERENCES................................................................................................................................7

Creative tools and approaches
Child development refers to the sequence of physical or language which a children use to
share their views. There are various stages of child development and different ways in which a
child convey their feeling or emotions. There are creative tolls and approaches that help people
in listening to what young children are saying. There are many ways like role-play, photographs,
drawing etc. which help a person in understanding what a child want to say. It is important for
parents that they should listen to what their children is saying to them. Role playing is an
effective way by which children can convey or express their feeling (Bazalgette, 2020).
As young child is not so mature that they can convey directly what they want, so they use
different tools for expressing their feeling. As children grew up they learn new things, and they
develop skills like, how to behave with others, how to talk, and they express their feelings easily
or share their views. Child learning can be defined as teenagers learn some things by observing,
listening, exploring, experimenting and asking questions (Guldberg and et.al., 2017).
Children learn most of the things when they go to school because there they meet
different people and try to understand what others want top say. It helps young children in
learning new things and something different which will help them in the future. It also helps in
developing skills which is beneficial for children, and they can easily convey what they want to
say.
Role play is one of the tool that can be used by children to convey their thoughts like
they learn how to tell that they are hungry, or they want something. Children learn to talk with
others, taking part in any activity like in schools some skits or play in which a child is given
some role which he or she has to perform. As children learn in school new things and as they
grew they meet people different people which help them in learning things that are beneficial for
them and which will help them in developing skills. Role play allows the child to undergo
emotional, physical and cognitive as well as language development (Hirst, 2019).
All these are in a creative way with more freedom as they can express their feeling or
their views with others. Role play is the best way to convey your thoughts or share your ideas
with others so that a person can understand what he or she wants to convey. Most of the children
are having this ability to be creative, and they share their views with someone in different way.

Sometimes effective role-play helps in learning as young children learn new things as they see
any person, behaviour of the person and its qualities.
Drawing or painting is also one of the tool or approach that can be used by children to
convey their views or share their thoughts. Some children use drawing tool to express their
views. They draw something what they want and it is the responsibility of their parents to
understand that what they want to say. As some children like to draw or having habit of making
something to express their feeling or emotions. It is also a good method as in this a child
improves skills and it is easy for other person to understand what they want to say. Sometimes,
drawing or painting says everything what a person want to convey, it is the best way that can be
used by children to talk to their parents (Huber, Highfield and Kaufman, 2018).
There are many other ways by which a young child can convey or share their views to
parents like, walks, photographs or by any other approach. Child learning and growing is
important and as they grew up they learn many new things which will be beneficial for them and
help them in improving their skills. Some children use role-play approach, drawing tool,
photographs or any other way to express their emotions or feelings.
Listening to your child is one of the important thing because it makes them feel important
and in future also they will share all the things. If young children want to share their view, and
they are told to stay quiet, or they are ignored then they will feel bad and think that no one cares
for them. To build a good relationship with your children it is important that one should listen to
what children is saying. It helps in building trust between parents and children, it is essential that
parents should listen to what their child want to say or convey (Stringaris and et.al., 2018).
Role of practitioners in scaffolding children learning
Scaffolding can be defined as a technique which is used to help the children learn new
ideas or develop their skills. It helps them in thinking beyond what they already know. This helps
parents in understanding what their children want to say, and they can help them in solving their
issues. It helps children in learning something new, and they can develop their skills by
observing things, experiencing or learning things from people around them. In the scaffolding
framework, the practitioner plays an important and supportive role in learning of a child. The
role of practitioner is to observe the children, behaviour, skills and weakness (Vaswani, 2018).
This will help the practitioner in understanding child better as if the person knows everything

about a child then better efforts can be put by the practitioner so that child can learn many new
things and develop confidence. The role of practitioner is to recognize the stage of learning at
which the child is, and they help them in learning more things. It also helps in providing support
to the young children to move to the next stage.
There are various stages of learning i.e., preparation, presentation, practice and
performance. All the stage have their importance and it is important that a child should
experience all the stages of learning because at every stage they will learn something new and
this will help in improving their skills which will be beneficial in future (Warin, 2019). Parents
are more concerned for their children, and they try to provide good education and good facilities
to children. Scaffolding has become an important concept nowadays in education because this is
a method which helps in improving learning skills and other essential skills of a child.
Scaffolding enables a child to solve the problem, and they develop skills which will help them in
taking their own decision. It also enables a child to carry out a task or achieve goals which is
beyond their abilities.
A practitioner helps children in doing things easily, and they learn new things which is
helpful for them in taking decisions and solving their problem. Practitioner is a person who
makes things easy and identify behaviour of children. They help young children in
understanding the things and tell them how to handle the situation. They tell the children how to
tackle a situation and how to solve the problem in an easy way. Practitioner is like a mentor who
teaches how to solve the problem and build confidence among children to do things which are
beyond the ability of young child (Woodman and et. al., 2018). A practitioner is having
technique to tackle children and make them understand how to find solutions for their problems
and take quick decisions. Scaffolding helps child to find new and innovative solution of the
problem and develop confidence to carry task which is beyond their ability or capacity. It is a
bridge that is created by teachers to connect or relate existing knowledge of child to new
knowledge and understanding.
Practitioner plays an essential role in enhancing knowledge of children, help them in
learning new things and allowing them to follow their own interest (Whittaker, 2018). They help
child by identifying their problem and finding creative solution so that problem can be solved.
As child grew up they learn new things from surrounding or people around them. A practitioner

ask child about their views and determine abilities. They give task beyond the ability of a child
so that they learn how to complete the task and learn from problems that are faced by them. They
also ask a child about their interest and motivate them to follow their interest and face all the
problems or issues that come in the way. Goals should be set by the children and work hard to
achieve those goals within specific time period (Weissberg, 2019).
It is important for a young child to learn new things, enhance knowledge and develop
skills as they grew up because as the child is growing up they will face many problems, and they
should know how to solve the problem or find solution in creative way. Practitioner is required
who will help a young child in learning things and it will also enable child in enhancing
knowledge. It is the responsibility of practitioner to help young child in completing a task which
is beyond their ability (Samuelsson and Park, 2017). Practitioner plays a supportive role in
enhancing knowledge of child and boost their confidence by giving them different task which
will be helpful in improving their qualities and in future they will not face any problem.

REFERENCES
Books and Journals
Bazalgette, C., 2020. Even a two-year-old can do it!: The early stages of learning to understand
moving-image media. Sign Systems Studies. 48(1). pp.56-78.
Guldberg, K., and et.al., 2017. Challenging the knowledge‐transfer orthodoxy: Knowledge co‐
construction in technology‐enhanced learning for children with autism. British
Educational Research Journal. 43(2). pp.394-413.
Hirst, N., 2019. Education for sustainability within early childhood studies: Collaboration and
inquiry through projects with children. Education 3-13. 47(2). pp.233-246.
Huber, B., Highfield, K. and Kaufman, J., 2018. Detailing the digital experience: Parent reports
of children's media use in the home learning environment. British Journal of
Educational Technology. 49(5). pp.821-833.
Samuelsson, I. P. and Park, E., 2017. How to educate children for sustainable learning and for a
sustainable world. International Journal of Early Childhood. 49(3). pp.273-285.
Stringaris, A., and et.al., 2018. Practitioner review: definition, recognition, and treatment
challenges of irritability in young people. Journal of Child Psychology and
Psychiatry. 59(7). pp.721-739.
Vaswani, N., 2018. Learning from failure: are practitioner researchers the answer when
conducting research on sensitive topics with vulnerable children and young
people?. International Journal of Social Research Methodology. 21(4). pp.499-512.
Warin, J., 2019. Conceptualising the value of male practitioners in early childhood education and
care: Gender balance or gender flexibility. Gender and Education. 31(3). pp.293-308.
Weissberg, R. P., 2019. Promoting the social and emotional learning of millions of school
children. Perspectives on Psychological Science. 14(1). pp.65-69.
Whittaker, A., 2018. How do child-protection practitioners make decisions in real-life situations?
Lessons from the psychology of decision making. The British Journal of Social
Work. 48(7). pp.1967-1984.
Woodman, E., and et.al., 2018. Child protection practitioners: Including children in decision
making. Child & Family Social Work. 23(3). pp.475-484.