Creativity and Education in Early Childhood

This assignment delves into the crucial relationship between creativity and education within the context of early childhood. It requires you to examine various theories surrounding creativity, explore different pedagogical approaches that foster creativity in young learners, and analyze the significant role that art plays in nurturing creative development. The assignment emphasizes critical thinking, research, and application of knowledge to understand how creativity can be effectively integrated into early childhood education.

NURTURE CREATIVITY IN
CHILDREN
1

Table of Contents
Formative assessments.....................................................................................................................5
Activity 1.........................................................................................................................................5
1.) Six natural and found material..........................................................................................5
2.) An activity that would allow children to use natural resources to be creative..................5
Activity 2.........................................................................................................................................6
Activity 3.........................................................................................................................................6
1. One type of music...............................................................................................................6
2. One type of dance..............................................................................................................6
Activity 4.........................................................................................................................................6
1. A sense of ownership and responsibility for equipment and materials..............................6
2 Teach the child a sense of responsibility for equipment and materials...............................7
Activity 5.........................................................................................................................................7
1 Improvisation as it pertains to creativity.............................................................................7
2 Steps that you would follow when making your creation...................................................7
Activity 6.........................................................................................................................................8
1 The educator is allowing the child to communicate their own original ideas, interpretations
and expressions.......................................................................................................................8
2. Make their own imaginary animal or creature...................................................................8
Activity 7.........................................................................................................................................8
1 Recommend the educator help the child to find their own answer.....................................8
2. Recommend the educator help the child to find their own answer....................................9
Activity 8.........................................................................................................................................9
Activity 9.........................................................................................................................................9
1. Children to be creative over days or weeks........................................................................9
2 10 Creative tasks that might extend over days or even weeks............................................9
Activity 10.....................................................................................................................................10
2

1. Two techniques you could teach children using different materials................................10
2. Steps that you would follow when teaching the technique.............................................10
Activity 11.....................................................................................................................................10
Activity 12.....................................................................................................................................10
1. Problem-solving process..................................................................................................10
2. Five open questions could ask a child to help them critically reflect on a puppet made by
them......................................................................................................................................11
Activity 13.....................................................................................................................................11
1 Display pictures of fish in a meaningful way....................................................................11
2 Display three-dimensional angels and baubles in a meaningful way................................11
Activity 14.....................................................................................................................................11
1. Respond to children’s interests in this case......................................................................11
2. Respond if one group of children demonstrated an interest in dancing...........................12
Activity 15.....................................................................................................................................12
1 Three ways that creativity in the form of movement can be nurtured...............................12
2 Three ways that creativity in the form of dramatic play can be nurtured..........................12
Activity 16.....................................................................................................................................12
1 Five examples of opportunities that might be provided for children to practise their
developing music and movement skills................................................................................12
2 Describe a play area, both indoors and outdoors to enjoy dramatic and imaginative play13
Activity 17.....................................................................................................................................13
Activity 18.....................................................................................................................................13
Summative assessment 1................................................................................................................14
Question 2......................................................................................................................................14
Question 3......................................................................................................................................14
Question 4......................................................................................................................................14
Question 5......................................................................................................................................14
Question 6......................................................................................................................................15
Question 7......................................................................................................................................15
Question 8......................................................................................................................................15
Summative assessment 2................................................................................................................15
3

Visual art and construction............................................................................................................16
1. Range of developmentally appropriate visual, musical and other sensory stimuli..........16
2.) Material for creating visuals art piece.............................................................................16
3. Responding child interest in new colours.........................................................................16
4. Example of an inviting, stimulating and safe experience for individual children............16
5. Comment on behaviour of colleague that effect might affect child.................................17
6. Supply material to children for using their own original ideas........................................17
7. Example of a conversation which have with children......................................................17
8. Importance of displaying mask made by children............................................................17
9. Displaying not creative mask of children.........................................................................18
Dramatic and imaginative play......................................................................................................18
1. Indoor and Outdoor play area...........................................................................................18
2. Stimulate children’s involvement in dramatic and imaginative activities........................18
3 Safe experience for individual children or small groups of children................................18
4 Answering questions of children related to firefighter......................................................19
5 Teach children role playing technique..............................................................................19
Music and movement.....................................................................................................................19
1. Set up the environment that encourages children’s participation.....................................19
2. Formulate strategies to encourage the development of this child....................................19
3 Situation where a program is designed to respond to children’s interests........................20
4 Appropriate attitudes and interaction................................................................................20
5 Identify stimulating, developmentally appropriate and inclusive music...........................20
6 Musical instruments that children might use.....................................................................20
7 Method use to evaluate a child’s participation..................................................................21
8Educators use the evaluations.............................................................................................21
References......................................................................................................................................22
4

Formative assessments
Activity 1
1.) Six natural and found material
To create art from nature lead to involve so various elements of nature in a creative way for
making a new art by children. Six natural and found material available to children for creating a
works of art is as follows
 Leaf art
 Sticks,
 Letter Stones
 Water
 Flower petals
 Pines cones
2.) An activity that would allow children to use natural resources to be creative
Stencil table tent is one of the simple craft which can help children to become more
creative. As in this table top card is easy to put together and it is fun way to keep a theme going
at event (Baer, 2017). There are some materials required that are Glue gun, Number stencil craft
paint and Foam Poly Brushes, One for each paint color, card stock and wide satin ribbon
Steps through which children can create is as follows:
 Firstly, children need to fold the cardstock in half in a simple way
 Secondly cutting a piece of ribbon which can spans the bottom of the table tent
 Further with the use of glue gun ribbon can be can be attached inside edge of the back of
the card. As it will help in keeping table tent from stable (Barbot, Lubart and Besançon,
2016).
 After deciding a place of stencil on the card then it need to be fill with small amount of
paint with the use of poly brush.
 Then keep the paint to get dry
 At last this step can be repeated regularly till the enough table tent can be made.
5

Activity 2
Three different material that could be used by children for expressing their leaf, flower with
liquid water colour and rocks (Baer, 2016). Activities which can be created with the use
following materials are as follows Creatively leaf printing on fabric Flower printing with liquid water colour Decorate rocks using crayons
Activity 3
1. One type of music
a. Type of music which is selected for children’s is nursery rhyme songs. Nursery rhyme is short
stories that often tell a story to children with music which help in developing their learning skills
(Doron, 2017).
b. Three examples of nursery rhyme songs are a crooked man song, Hey Diddle Diddle which is
science times with nursery rhymes and Humpty Dumpty.
c. Introducing children to this type of music is to sing with them regularly. Further their favourite
music will be communicated with them so that they can learn it.
2. One type of dance
a.) One type of dance for children is ballet which can be teach to children and have fun. It helps
in keeping body fit of children (Runco, 2014).
b.) Three example of music with this dance might be performed is dance shoes (ballet piano
music), gentle piano (Baby step) and Pirouette (Ballet Exercises)
Activity 4
1. A sense of ownership and responsibility for equipment and materials
At the care service children basically plays with the clay and associated equipment. While
after playing educator tell to children that they should put clay away which shows the sense of
responsibility toward the toys (Hammershøj, 2014). It is very effective to instilling a sense of
ownership and responsibility for equipment and material because it helps children in making
responsible toward their own toys. Further, through these children can learn to take responsible
for the activities which they carried out and for other work. It is suggested to educator that it he
is doing right through making aware children the way to become responsible which help them in
their future. Further educator can give a clear and positive instruction to do the task and lots of
6

time for completing it. Instead of forcing children they should be asked to take responsibility of
their works.
2 Teach the child a sense of responsibility for equipment and materials
A child get engages in an art activity and do not keep all the materials on their place then
should be teach a sense of responsibility toward the work. They should not be warned or shouted
for doing in the future as it is a wrong way of teaching a child (Silvia, Christensen and Cotter,
2016). To teach the sense of responsibility educator should give children a positive instruction to
complete the task and provide them time for it. Along with tis avoid doing things for them as the
things which they can do by themselves as it makes them irresponsible. At last children should
be ordered for doing the task as it make them sad and aggressive. As threating and forcing
children to do the task is not the way to develop a sense of responsibility.
Activity 5
1 Improvisation as it pertains to creativity
Improvisation is known as making it up as the way to go alone, such as taking a long stroll
without any destination in mind and walk for the fun (Alves-Oliveira, Arriaga and Paiva, 2016).
Improvisation is related to the creativity because it helps in developing interest for doing
something new and innovative which is different from others. It is effective for children to think
creatively and become creative
2 Steps that you would follow when making your creation
One of the role model creativity that can be shown to children which is create from paper
plate is a cotton ball Santa. For creating it there are few materials which is required that are small
paper plate, red craft foam, cotton balls, craft paint, glue, paint brush, crayon, scissors and 2
googly eyes (Kim, 2015).
Steps which is need to be followed for making a creation in details is as follows
 Firstly, turn the paper plate and paint it with the use of craft pen, then keep the plate for
getting dry.
 Further red craft foam can be cut as like a shape of hat and stick cotton ball on it with
glue and line the cotton balls at the bottom of the hat.
 After paper plate get dry then glue the bottom of the hat till the top of the paper plate and
glue cotton ball on it bottom
 Further on the plate near the hat glue two googly eyes.
7

 Cut a cotton ball in half and glue above the eyes as eyebrows.
 At last with the use of red market draw a smile under the mustache.
Activity 6
1 The educator is allowing the child to communicate their own original ideas, interpretations and
expressions
The educator role is to develop knowledge and learning skills of children. Along with this
it also need to make them think realistic instead of imagining some fantasy world. It is not wrong
to think something fantasy such as flower size large as the house size. It can be the things which
they want in reality but it can be happen in real life (Leggett, 2017). Therefore, educator should
appreciate the thinking of children and along with it should communicate with children to bring
their original ideas in the way that can be happen such as drawing a flower as almost the same
size of the house do not look good and it can hide the beauty of house. Through developing their
understanding related to the original ideas and unrealistic ideas, so that they can differentiate
among them.
2. Make their own imaginary animal or creature
Educator has provided children materials so that they can make their own imaginary animal
or creature. They tell children to be make an animal that can be weird or crazier as possible (Bak,
2016). Along with this, they also tell children to take their own time which show that educator is
allowing the children to communicate their own ideas, interpretation and expression. It helps
them in thinking more creative and show their thinking in the form of art. Hence, it shows that
educator want that children make something new with their own ideas.
Activity 7
1 Recommend the educator help the child to find their own answer
At the situation when educator want that child find out their own answer. It is
recommended that child can watch the activities which is performed through bulldozer and try to
understand that what is Bulldozer is performing (Collard and Looney, 2014). They can follow
activist learner thrive on new experience for getting fully involved in the activity. Along with
educator can tell to watch the bulldozer try to note all the activities bringing improvement in the
work.
8

2. Recommend the educator help the child to find their own answer
In the given case a child was playing with a toy cash register and it trying to get the drawer
of the cash register to open it but it was failed in open it. In this situation child asked the educator
to open it. In this situation it is recommended that educator can tell child to first analyse the toy
cash register and identify the switch that can help in opening it (Hennessey, 2015). If child try to
open the box after proper analysing it then it became easy and it did not need to help of educator
for opening.
Activity 8
Children’s like to play different activities and create something new with the help of natural
and found material. It is important for an educator to encourage children so that they can become
more creative and always try to make something new. Along with this, to encourage children
educator can appreciate for their creativity (Tan and Perleth, 2015). This make them satisfied
from their creativity and encourage to make something new. Further taking out their small
mistakes help them making improvement in their creative which can become more attractive.
Apart from this through they should encourage to appreciate the creativity of peers so that they
can understand that all put efforts in their creativity and for that they should be appreciated.
Activity 9
1. Children to be creative over days or weeks
Children are not trained and for learning something new they should be provided enough
time so that they can develop their understanding related to the given task and complete it in an
effective manner. Making a strict time-table for them can discourage them and in hurry then
cannot use their original ideas for developing their creativity (Gabbard, 2014). As it is important
to provide children time to be creative for over days and weeks. Further educator should adopt
creative approach to routine in which they can provide learning within the routine itself and
provide specific task associated with routine.
2 10 Creative tasks that might extend over days or even weeks
1. Marble Painting
2. The Leaf Hunt
3. Family Tree
4. Grandparent Biography
5. A to Z Scavenger hunt
9

6. Car Racing Track
7. Wall Chalk Murals
8. Balloon Volleyball
9. Indoor Bowling Track
10. Room Cleaning Race
Activity 10
1. Two techniques you could teach children using different materials
Two techniques that can teach children using different material and equipment is
positioning which is a teaching technique. As keeping the materials and objects that can
encourage children to use it and perform some activity (Wyse and Ferrari, 2015). Further
educator can use demonstration which is most effectively support children while learning.
2. Steps that you would follow when teaching the technique
Steps that need to be followed while teaching the technique is to create interest of children
in the activities (Kirkham and Kidd, 2017). Along with this some materials that are attractive can
be used to draw the attention of children in creative task.
Activity 11
Two example of creative activities which can be planned and implemented to provide
opportunity for children to collaborate with each other is as follows
Firstly is oil pastel painting in which different materials are required such as sturdy paper, oil
pastel and cotton swabs (Tan,2015).
Second example is of Duck, Duck, Ghoose activity in which children can play it in group with
lots of energy. In this children sit in a circle facing each other and then one child stand and walk
around the circle with tapping each child on head and naming them as a duck.
Activity 12
1. Problem-solving process
A child has encountered a real problem as they want to play pretend restaurant but there are few
children who is using the costumes and different props need for this game. Therefore, with the
10

use of problem solving process this issue can be resolved (Russ, 2014). As different props can be
created at with the use of natural and found material.
2. Five open questions could ask a child to help them critically reflect on a puppet made by them
Five open questions are as follows
1. Why you decided to make puppet?
2. Where the ideas come to make puppet?
3. From where material is collected for making puppet?
4. Who else help you in making puppet?
5. What you think while looking at the puppet made by you?
Activity 13
1 Display pictures of fish in a meaningful way
Children have coloured pictures of fish and this can be display in a meaningful way such as
educator can display the fist in showcase so that other children can see them and understand the
way child used for colouring the fish (Ito and Nakayama, 2014). It can become meaningful if
simple note is kept with fish picture in which child is appreciate for their creativity. Further fish
picture can be displayed in white frames so that it looks like a cohesive gallery wall.
2 Display three-dimensional angels and baubles in a meaningful way
To display three-dimensional angels and baubles made by children in a meaningful way.
One colourful corner can be selected so that it can be look by others. It can make children to be
feel proud that their work featured in this eye-catching display and visitor will surely notice and
appreciate the work. It makes them feel motivated and they like to create new creative arts for
displaying them in the classroom.
Activity 14
1. Respond to children’s interests in this case
At the time when educator notice that a small group of children pretending to be the
character from the picture book then it is should be responded in the positive manner. Further
children should be encouraged to play while changing the character. Educator can also support
children if they unable to perform different character (Kraehe and Acuff, 2013).. This lead to
encourage creativity of children and develop their interest in different types of roles and
activities. Playing with them and motivating them to be in their role and carry out other activities
11

is appropriate for them. Further educator can communicate with children regarding what they
feel while playing different character role.
2. Respond if one group of children demonstrated an interest in dancing
For an educator it should not be matter that children interest is in dancing or music as
because both are different types of creativity and it should be encouraged by educator. Children
that shows interest in dancing should be motivate with positive feedback so that their interest in
learning different types dance can be increased (Yilmaz, 2016).. On the other hand, children that
shows interest in making music also should be encouraged while educator can communicate with
them that which type of music they like most and why. They can be provided training so that can
make different music and learn new things related to music’s.
Activity 15
1 Three ways that creativity in the form of movement can be nurtured
The ways in which creativity can be in the form of movement can be nurtured is sensory is belly
dance, sensory awareness and playing. Through playing different types of game such as football
or other help in nurturing them.
2 Three ways that creativity in the form of dramatic play can be nurtured.
Creativity in the form if dramatic play can be nurtured such as with the use of materials and
props, attention span length of time, social skills, With the use of props and material children’s
can incorporate objects in the dramatic play. Secondly children can carry out their play for longer
time and can gain more experience as because they can incorporate more words and action in
their play. At last in dramatic play children can develop their social skills through interaction.
Activity 16
1 Five examples of opportunities that might be provided for children to practise their developing
music and movement skills.
1. Playing musical instruments
2. Moving as different animals
3. Singing with puppets
4. Dancing along to music
5. Musical chair game
12

2 Describe a play area, both indoors and outdoors to enjoy dramatic and imaginative play
Indoor: Room can be play area for enjoying dramatic and imaginative play. It is easy to play any
imaginative play in room because there are lots material available which can be used while
playing. Further as per depend on the size of room dramatic play theme can be set accordingly.
Along with this furniture and equipment can be selected with the chosen theme. Such as play
kitchen set in which table and chair must include for children to use in role play. With the use of
play props imaginative and dramatic game can be easily play in indoor.
Outdoor: Garden can be a outdoor play area for enjoy dramatic and imaginative play. The
outdoor learning environment is wonderful stage for inspiring children imagination with the help
of dramatic play. This can be done by adding few simple play props for the indoor yards or from
garden itself. Educator can stand back and watch the learning and emotional development of
children. At outdoor children can get enough space to think imaginative and involve it in their
dramatical play. They can used different resources available in the garden and enjoy their play.
Activity 17
To evaluate the music and movement experience there are some criteria which can be used
by educator. They can used guideline which is provided in the EVLF such as combine gross and
fin motor movement (Struchen, Liorni and Röösli, 2016). For 4-year-old there are some
fundamental movement skills for investigating which can be incorporated with music are
twisting, crawling, running, hopping, throwing etc. Hence through providing specific opportunity
to practice these all skills education can easily record children’s reaction for implementing music
and movement experience which help educator to determine that which child need more
opportunity for learning certain skills and which child is read for some challenges
Activity 18
Modification which is need to be make to a music/ movement curriculum to stimulate
interest and involvement in music and movement experiences which is based on the information
provided after evaluation. As educator can provide assistance to children such as verbal,
direction, which is required for them (Calderón, Ichikawa and Wiart, 2017). Further it can offer
feedback, and encourage children with positive praise. Further children should help in overcome
their issues which they face while taking participate in singing and movement activities. Through
communicating in an positive manner children encourage to learn something new and work on it.
13

Summative assessment 1
Question 2
The seven quality areas that are included in the NQS are as follows
1. Staffing arrangements
2. Educational program and practice
3. Relationships with children
4. Collaborative partnerships with families and communities
5. Children’s health and safety
6. Physical environment
7. Leadership and service management
Question 3
Educator in the earlier year is not just a teacher of carers and all people who supports the
children are leading are educators (Cahnmann-Taylor and Siegesmund, 2017).. Therefore, EYLF
can affect the educators role because now it consider it as a childhood practitioner who can work
directly with children in early childhood setting.
Question 4
Children drawing skills can be develop overtime when there is development in the increased
hand eye coordination, fine, gross strength development and self confidence at this developing
stage (Duhn and Grieshaber, 2016). Further their self-confidence developed which help them in
improving their drawing. When children practice daily then they become more proportional and
more detailed. Further with over time children understanding develop related to objects and
different colours as with the use of them they can easily improve their drawing.
Question 5
A dramatic play is known as the type of play where children assign some roles and they act on
the basis of roles. It is a time when they break from the reality and pretend to be something
else’s. Children can be encouraged to be engage in dramatic play through exploring their
imaginative thinking beauty (Taylor and Blaise, 2014). Further they should provide a role of
their favourite one on the basis of which they like to pretend themselves. At last children should
be given positive praise so that they get motivated toward the dramatic play.
14

Question 6
Children be encouraged to implement their own ideas when creating through support of an
educator
Example 1: Educator and childhood together can make a list of roles for children which help in
putting their own ideas for different roles (Jackson, 2015).
Example 2: Children should be provided role of their favourite one and provide some props so
that they can use by thinking their own.
Example 3: Educator can engage in children in solving the problem of glasses falling over a time
when it was cleaned up after a lunch.
Example 4: Promoting collaboration which is highly benefits for bringing creative mind together.
Question 7
Curiosity is known as the strong desire to know or learn something new. Children can learn
new things because of their curiosity because it motivates them to develop their knowledge
regarding new things which they before never know new things that can be learned such as
painting, dancing, singing etc (Yilmaz, 2016). Children can learn new things through gaining
knowledge about it from educator and with regular practices. If children want to learn painting
them they can regularly practice it through drawing it until they become perfect in them.
Question 8
The quality area is revolved around the building with responsive and respectful relationship
with children in the care services. This also required for promoting a sense of security and
belonging. Therefore, a provider of an education and services provider to take some steps so that
children can become educated and cared (Cahnmann-Taylor and Siegesmund, 2017).. It is
essential that relationship which is built between children and staff member should be of
respectful and for promoting in children sense of security. This type of relationship assists
children to investigate the surrounding environment and engage in different types of play such as
dramatic and imaginative play.
Summative assessment 2
Project 1
15

Visual art and construction
1. Range of developmentally appropriate visual, musical and other sensory stimuli
Range of developmentally appropriate visual, musical and other sensory stimuli for
providing a child with experience of art and beauty are poster, music, dance, picture display,
drawing which can appealed to children’s sense which is based on art and beauty (Gude, 2013)..
Drawing a picture and display it in showcased help children in gaining experience related to art
and beauty. Children learn from music which they listen and movement that is made on rhythm.
Further displaying picture make them feel happy and it encourage them to learn something
related to art and beauty. Apart from this to make a rhyme is also play important role in order to
provide experience.
2.) Material for creating visuals art piece
There are some appropriate materials that can be used by children for creating a visual art
pieces that are modelling, printing, drawing, construction and painting. For all this visual art
there are some material which is required by children such as crayon, paper, paint brush, chalks,
self-made object for printing, found object and glue for sticking (Tickle, 2014). With the use of
this all material it become easy for children to create visual art and learn something new and
creative. For instance, with the help of colour, paper, picture and pencil a child can easily draw
painting. In painting there is used of colour which assist children in developing understanding
related to the use of colours in drawing.
3. Responding child interest in new colours
When children show interest in colour making then it reflects that they want to learn a way
of mixing new colour. Along with this it also reflects their creativity and thinking toward the
new things. Therefore, this interest can be responded by the educator through supporting them in
at the time when they are mixing colour then can be teach which types of colour can be made
while mixing white and red colour etc (Cheng and Tsai, 2014).. If they get support from the
educator then they get motivated to learn more new things which develop their skills and
knowledge.
4. Example of an inviting, stimulating and safe experience for individual children
To involve children in visual art which incorporates the use of natural materials that can be
clay, and picture book. With the help of clay children can easily make different patterns which
are provided in the picture book (Taylor and Blaise, 2014). Along with this to stimulate and safe
16

experience for indivudal children I can set time for completing the activity. As working with clay
help children involving their ideas for making a visible 3 dimensions. However, it is important
for an educator to ensure that clay should be soft and do not harm children’s.
5. Comment on behaviour of colleague that effect might affect child
In the scenario it shows that the child was snap by a colleague for their simple mistakes.
This behaviour of children is not appropriate for children because it can hurt them emotionally
and physically. Rude behaviour with children make them unhappy and they may be get hurt.
Along with this it also creates negative image of colleague in mind of child (Kraehe and Acuff,
2013).. Therefore, it is important that if child make any type of mistake then instead of beating
them, try to make them understand consequence of their wrong work. Harsh behaviour with
children can create fear in them and they may unable to work more effectively and efficiency
under the guidance of colleague
6. Supply material to children for using their own original ideas
Children always want to learn something new and it is important for educator to provide
them material so that they can come up with their new and innovative ideas. While to encourage
children that they made new fantasy house in which they like to live there are some material
which is required to supply them for making it (Cahnmann-Taylor and Siegesmund, 2017).
Therefore, paper, pencil, crayon, colours, cotton buds, glue and clay can be provided to children
as it helps them to draw their ideas. This all materials will help children’s to be more innovative
and learn something new.
7. Example of a conversation which have with children
It is important to communicate with children related to their new ideas, work and creative
works of their peers. For example, an educator can use effective communication skills so that
they can easily share their fantasy ideas with them (Flood, JHeath, and Lapp, 2015).. Along with
this, to motivate children an educator can share their own ideas so that child can openly
communicate, further questions can be asked related to their creativity can be asked while
appreciating their works. This help in encouraging to share their views regarding their paintings
and creativity.
8. Importance of displaying mask made by children
If children have made masks of the animal which they have been learning then educator
should display it so other can see it motivate to make the same. Through displaying the mask, it
17

become easy to encourage children and make them feel confidence related to their work
(Reamer, 2013).. Along with this it also motivates other people to create such types of creativity
for displaying it and feeling proud. Children mask may not be of top quality but it helps in
encouraging them to become more creativity.
9. Displaying not creative mask of children
At the time when child make a mask which is not creative or skilful then it is important to
modify. Children should tell which type of mistake it has done while making the mask and
educator can help in improving it (Cooper and Lesser, 2014).. Further regarding display a mask
which is not attractive can be display after modifying it so that it can be look good and attractive.
Apart from this mask can be changed and child should be encouraged to draw a new mask which
can be displayed.
Dramatic and imaginative play
1. Indoor and Outdoor play area
Indoor are for enjoying the dramatic play can be a room as because there are lots of
material available in the room which can be used by children for their imaginative and dramatic
play. Along with this in there are different types of colour which help in making dramatic play
more effective (Kadushin and Harkness, 2014).. On the other side for outdoor garden can be
considered by children as their they get enough space to play and they get natural environment
which can suit their dramatic or imaginative play.
2. Stimulate children’s involvement in dramatic and imaginative activities
An example to invite, stimulate involvement of children in a dramatic and imaginative activities
can be different types of creative activity such as space for construction of block etc. Along with
this educator can set the environment of learning so that children can learn new things and
encourage towards the dramatic and imaginative play (Rubin and Babbie, 2016). For group
activity children needs lots of space and they can set the play room according to their
imaginative activities.
3 Safe experience for individual children or small groups of children
Children learn and grow fast, therefore it is important for an educator to nurture their
creativity. To motivate children’s there are different ways that can be used by an care provider
(DuBois and Miley, 2013).. This can have included providing enough natural and found material
to children, appreciating for their creativity or supporting them in creating their ideas in form of
18

painting, drawing etc. Along with this it also encourages children to think more imaginative or
become more creative.
4 Answering questions of children related to firefighter
As per the case children are involved in group activity in which they pretend to be
firefighters (Marchington, Wilkinson and Kynighou, 2016). While playing one of children
started asking questions continuously to an educator. In such a situation an educator need to
encourage children to try to find out answer by their own. Children can be provided picture book
in which images related to activity of firefighter is provided so that through watching the picture
children can easily get all the answer of their questions. Along with this an educator can also
help children in finding the answer of question by providing them some clue.
5 Teach children role playing technique
Role playing is considered as a technique that can used for children to nurture their
creativity. Role playing help in acting like others and become naturally something else
(Klarsfeld, Booysen and Tatli, 2014).. Through role playing children, skills can be enhanced and
gain huge knowledge which make them creative. For guiding role-playing techniques an
educator can provide instruction to children and define problem that encourage children to play
different roles
Music and movement
1. Set up the environment that encourages children’s participation
For children it is important to set the environment which can encourage them to take
participation in the different music and movement experience. For this in the room music can be
played and decoration can be done accordingly which motivate children for movement (Arends,
2014). Along with this different activity can be set in the room according to the room so that
children can learn new things. For movement different types of music can be played within the
room such as soft luring tones, or crisp clear sound that encourage children’s.
2. Formulate strategies to encourage the development of this child
As per the case it is noticed that a five-year child is taking interest in playing the old piano.
There are different strategies which can be formulated so that children can learn piano effectively
and practice it daily (Kirton and Greene, 2015.). For this through direct communication with
children regarding its interest in piano and appreciating it help in motivate them to learn it
19

properly. Along with this making a routine for children to practice piano daily is also one of the
effective strategy that can be used by an educator.
3 Situation where a program is designed to respond to children’s interests
There is program that can be organised for responding the interest of children in the
movement and music. For example, playing music on which children started movement is
effective program (Harvey and Allard, 2015).. Along with this if children started dancing on the
mat or they started clapping on the rhythm of the music is also effective enough. Children can be
encouraged through supporting them in different types of movement activities which is effective
techniques for responding the children interest.
4 Appropriate attitudes and interaction
To inspire children’s input and participation in the movement and music there are some
right attitude and interaction is required. For instance, through positive communication it become
easy to understand the interest of children. Along with this sharing own views on different topic
related to music and movement encourage children to share own experience (Chrobot-Mason and
Aramovich, 2013). Effective communication and positive attitude is good enough for children to
make them creative and for developing their skills.
5 Identify stimulating, developmentally appropriate and inclusive music
For one to two years of age children there are some inclusive music and movement experience
that can be stimulate and develop (Chrobot-Mason and Aramovich, 2013). As the movement
activity help children in development of their physical movement and it also support children in
improving some skills such as balancing etc. There are few types of music for small children that
is musical lullabies and songs in various location on fixed time. For creating a focal point of
children and for encouraging their stretch low sound music can be kept neat the child on which it
started reacting and movement.
6 Musical instruments that children might use
There is various musical instrument which can be used by children for taking ownership and
responsibility for that is violin, piano etc. Children can play it regularly on fixed time and
also movement can be made on different types of music (Kapadia, 2015). Along with this
child can be provided proper guidance related to handling the musical instrument help in
making sure that they do not get harm from it
20

7 Method use to evaluate a child’s participation
There are several methods that can be used for measuring the participation of child in music.
For instance, if child started moving its body on the movement then it reflect their
participation (Harvey and Allard, 2015).. Further an educator can observe children on the
way they react on music is effective way for evaluating their interests
8Educators use the evaluations
Teacher or caretake used evaluation for different purpose as it is need to have standard and
systematic criteria fo r measuring the performance of children. Along with this an educator
can use some feedback process and different evaluation procedure so that proper evaluation
can be done through meeting all the needs and requirements (Rojas, 2017) There are some of
the process can be summative and formative or internal and external which is effective
enough for evaluation.
21

References
Books and Journals
Alves-Oliveira, P., Arriaga, P., Hoffman, G. and Paiva, A., 2016, March. Boosting children's
creativity through creative interactions with social robots. In Human-Robot Interaction
(HRI), 2016 11th ACM/IEEE International Conference on (pp. 591-592). IEEE.
Arends, R., 2014. Learning to teach. McGraw-Hill Higher Education.
Baer, J., 2016. Creativity Doesn't Develop in a Vacuum. New directions for child and
adolescent development, 2016(151), pp.9-20.
Baer, J., 2017. Content matters: Why nurturing creativity is so different in different domains. In
Creative Contradictions in Education (pp. 129-140). Springer International Publishing.
Bak, M.A., 2016. Building Blocks of the Imagination: Children, Creativity, and the Limits of
Disney Infinity. The Velvet Light Trap, (78), pp.53-64.
Barak, M. E. M., 2016. Managing diversity: Toward a globally inclusive workplace. Sage
Publications.
Barbot, B., Lubart, T.I. and Besançon, M., 2016. “Peaks, Slumps, and Bumps”: Individual
Differences in the Development of Creativity in Children and Adolescents. New directions
for child and adolescent development, 2016(151), pp.33-45.
Cahnmann-Taylor, M. and Siegesmund, R. eds., 2017. Arts-based research in education:
Foundations for practice. Routledge.
Calderón, C., Ichikawa, H., Taki, M., Wake, K., Addison, D., Mee, T., Maslanyj, M.,
Kromhout, H., Lee, A.K., Sim, M.R. and Wiart, J., 2017. ELF exposure from mobile and
cordless phones for the epidemiological MOBI-Kids study. Environment International,
101, pp.59-69.
Cheng, K. H. and Tsai, C. C., 2014. Children and parents' reading of an augmented reality
picture book: Analyses of behavioral patterns and cognitive attainment. Computers &
Education, 72, pp.302-312.
Chrobot-Mason, D. and Aramovich, N.P., 2013. The psychological benefits of creating an
affirming climate for workplace diversity. Group & Organization Management. 38(6).
pp.659-689.
Collard, P. and Looney, J., 2014. Nurturing creativity in education. European Journal of
Education, 49(3), pp.348-364.
22

Cooper, M. and Lesser, J. G., 2014. Clinical social work practice: An integrated approach.
Pearson.
Doron, E., 2017. Fostering creativity in school aged children through perspective taking and
visual media based short term intervention program. Thinking Skills and Creativity, 23,
pp.150-160.
DuBois, B. L. and Miley, K. K., 2013. Social work: An empowering profession. Pearson Higher
Ed.
Duhn, I. and Grieshaber, S., 2016. Imagining otherwise: A (brief) Darwinian encounter with
quality standards. Contemporary Issues in Early Childhood, 17(1), pp.54-64.
Edwards, C. P. and Springate, K., 2015. Inviting children into project work.
Feng, Y., 2014. Cultural Diversity and Workplace Safety on Australian Construction Sites. In
Proceedings of the 18th International Symposium on Advancement of Construction
Management and Real Estate (pp. 371-379). Springer, Berlin, Heidelberg.
Flood, J., Heath, S.B. and Lapp, D., 2015. Handbook of research on teaching literacy through
the communicative and visual arts, volume II: A project of the International Reading
Association. Routledge.
Gabbard, D., 2014. Circling the Drain: Why Creativity Won’t Be Coming to School Today... or
Ever. Critical Education, 5(2).
Gude, O., 2013. New school art styles: The project of art education. Art Education, 66(1), pp.6-
15.
Hammershøj, L.G., 2014. Creativity in education as a question of cultivating sensuous forces.
Thinking Skills and Creativity, 13, pp.168-182.
Harvey, C.P. and Allard, M., 2015. Understanding and managing diversity: Readings, cases,
and exercises. Pearson.
Hennessey, B.A., 2015. If I were Secretary of Education: A focus on intrinsic motivation and
creativity in the classroom. Psychology of Aesthetics, Creativity, and the Arts, 9(2), p.187.
Ito, Y. and Nakayama, S., 2014. Education for Sustainable Development to Nurture Sensibility
and Creativity: An interdisciplinary approach based on collaboration between kateika
(Japanese home economics), art, and music departments in a Japanese primary school.
International Journal of Development Education and Global Learning, 6(2), pp.5-25.
23

Jackson, J., 2015. Constructs of quality in early childhood education and care: a close
examination of the NQS Assessment and Rating Instrument. Australasian Journal of Early
Childhood, 40(3), p.46.
Kadushin, A. and Harkness, D., 2014. Supervision in social work. Columbia University Press.
Kapadia, K. D., 2015. Study on Generational Diversity at Workplace and Mitigating the
Conflicts Arising on Account of Generational Differences Amongst them. International
Journal of Management & Behavioural Sciences (IJMBS). 6. p.76.
Kim, K.E., 2015. The Short-term Longitudinal Effect of Pre-service Teacher Education
Program for Childrens Creativity. Journal of the Korea Academia-Industrial cooperation
Society, 16(4), pp.2537-2547.
Kirkham, J.A. and Kidd, E., 2017. The effect of Steiner, Montessori, and national curriculum
education upon children's pretence and creativity. The Journal of Creative Behavior, 51(1),
pp.20-34.
Kirton, G. and Greene, A. M., 2015. The dynamics of managing diversity: A critical approach.
Routledge.
Klarsfeld, A., Booysen, L .A., and Tatli, A. eds., 2014. 9.78 E+ 12: Country Perspectives on
Diversity and Equal Treatment. Edward Elgar Publishing.
Kraehe, A. M. and Acuff, J. B., 2013. Theoretical considerations for art education research with
and about “underserved populations”. Studies in Art Education. 54(4). pp.294-309.
Leggett, N., 2017. Early Childhood Creativity: Challenging Educators in Their Role to
Intentionally Develop Creative Thinking in Children. Early Childhood Education Journal,
pp.1-9.
Marchington, M., Wilkinson, A., Donnelly, R. and Kynighou, A., 2016. Human resource
management at work. Kogan Page Publishers.
Reamer, F. G., 2013. Social work values and ethics. Columbia University Press.
Rojas, R. R., 2018. Diversity and Workplace Spirituality. In Diversity and Inclusion in the
Global Workplace (pp. 81-107). Palgrave Macmillan, Cham.
Rubin, A. and Babbie, E.R., 2016. Empowerment series: Research methods for social work.
Cengage Learning.
Runco, M.A., 2014. Creativity: Theories and themes: Research, development, and practice.
Elsevier.
24

Russ, S.W., 2014. Facilitating pretend play and creativity in training programs.
Silvia, P.J., Christensen, A.P. and Cotter, K.N., 2016. Commentary: The Development of
Creativity—Ability, Motivation, and Potential. New directions for child and adolescent
development, 2016(151), pp.111-119.
Sipe, L. R., 2015. Young children’s visual meaning making in response to picturebooks.
Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts,
Volume II: A Project of the International Reading Association. p.381.
Struchen, B., Liorni, I., Parazzini, M., Gängler, S., Ravazzani, P. and Röösli, M., 2016. Analysis
of personal and bedroom exposure to ELF-MFs in children in Italy and Switzerland.
Journal of Exposure Science and Environmental Epidemiology, 26(6), pp.586-596.
Tan, A.G. and Perleth, C., 2015. An Introduction to the Volume of Creativity, Culture and
Development. In Creativity, Culture, and Development (pp. 1-9). Springer Singapore.
Tan, A.G., 2015. Convergent Creativity: From Arthur Cropley (1935-) Onwards. Creativity
Research Journal, 27(3), pp.271-280.
Taylor, A. and Blaise, M., 2014. Queer worlding childhood. Discourse: Studies in the Cultural
Politics of Education. 35(3). pp.377-392.
Tickle, L., 2014. Understanding art in primary schools. Routledge.
Wyse, D. and Ferrari, A., 2015. Creativity and education: Comparing the national curricula of
the states of the European Union and the United Kingdom. British Educational Research
Journal, 41(1), pp.30-47.
Yilmaz, R.M., 2016. Educational magic toys developed with augmented reality technology for
early childhood education. Computers in Human Behavior. 54. pp.240-248.
25