The Role of Creativity in Early Childhood Science Curriculum

This report examines the critical role of creativity within the context of an early childhood science curriculum. It begins by defining creativity and its various facets, specifically in relation to scientific inquiry and cognitive development in young children. The report then delves into the importance of fostering creativity in scientific learning, highlighting how it contributes to children's ability to question, imagine, and develop new ideas. The discussion includes the integration of creativity and science as integrated factors in the development of children's psychology. The report also analyzes Erik Erikson’s theory of psychosocial development to understand the impact of creativity on the children. Furthermore, it explores pedagogical strategies for cultivating creativity, such as motivational techniques, attractive classroom designs, and application-based learning approaches. The report concludes by emphasizing the crucial role of teachers in promoting creativity and scientific knowledge in early childhood education, advocating for strategies that encourage children to think critically and develop innovative ideas.

Running head: EARLY CHILDHOOD EDUCATION AND CARE
EARLY CHILDHOOD EDUCATION AND CARE
Name of the Student
Name of the University
Author Note

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Executive Summary
The aim of this assignment is to develop the idea about the importance of creativity in scientific
curriculum of children. The aspect of the creativity and implementing this process by the
children were discussed in the assignment. The specificity of creativity and the development of
new ideas by children also have been discussed. The context of the pedagogical strategies that
pose the proper advancement of the children in the scientific curriculum has also been discussed
in the assignment. the conclusion that highlights the ideas and the effectiveness as well has been
discussed.

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Table of Contents
Discussion........................................................................................................................................2
Prominent Aspects of Creativity in Scientific Curriculum..........................................................2
Importance of Creativity in Scientific Curriculum......................................................................3
Pedagogical Strategies for Creativity Development....................................................................4
Conclusion.......................................................................................................................................5
References........................................................................................................................................6

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Discussion
Prominent Aspects of Creativity in Scientific Curriculum
The actions and the engagements of the children can identify the most important aspect of
the creativity among children. It has been found that the creativity and science are termed as the
integrated factors that help in the development of the children psychology (Cremin et al., 2015).
Creativity can be separated in several aspects such as the imagination, activities involved in
different scientific approaches and questioning everything for the knowledge development. The
creativity has also been seen among the children by implementing several imaginations and
developing ideas that can develop new innovations (Bailey et al., 2016). Creativity can also be
seen in the approaches towards art and creative activity, such as the development of tools that
can help in specific works. On this context it can be seen that the aspect of the development of
the children can be seen through the changes in the thinking level and approaches towards the
scientific tools. The interests and the formation of new ideas for developing something “new”
can be stated as the creativity of the children that can be simple; , however; Approaches towards
the imagination would be referred to as the creative approach. Hence, it can be stated that the
process of the development of the knowledge and focusing on implementation of the ideas
(Kuhn, Greenhalgh & McDermott, 2016). This context refers to the cognitive development of the
children. Hence, the developmental state of the children depends on the creativity and also the
need of the development of ideas regarding the scientific development. Scientific creativeness is
one factor that relates to the mental thought process of the child and the eagerness to the
knowledge development about different things. It can refer the children seeking the knowledge
about the surrounding and questioning on every aspect of life and change as the creativity

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development as the factor of the creativity comes from the self motivation and seeking
knowledge (Ramma, Samy & Gopee, 2015).
Importance of Creativity in Scientific Curriculum
Creativity thus plays a key role in the development of the scientific knowledge of the
children. The creative thought process of children can help in the cognitive development,. It has
been seen that the engagement with the knowledge seeking, an application based approach to
new processes and also developing ideas for the new things and implementing the knowledge in
seeking “new” things help in the scientific mentality development. Seeking new things and ideas
referred as the process of development of children. According to Erik Erikson’s theory of
psychosocial development the process of children depends on different stages and all the stages
showed different conflict in the mind of children and other developmental stages as well (Hanks
et al., 2015). In case of the creativity the aspects of the initiative versus guilt and industry versus
inferiority stages of Erik Erikson’s theory of psychosocial development where the openness of
the children can be affected by the inferiority conflict of the children (Knight, 2017). Thus it can
be stated that the factor of the development of the creativity and the scientific approach depends
on the process of the exposing the ideas and also the focusing on implementing new ideas.
Hence, the creativity of children should be tested and also the motivation to the children plays a
key role in the development's process and keenness of children to the creativity and scientific
approach development to everything. On this context got it would obtain the development of the
scientific approach towards the surrounding changes and events among the children. The attitude
and the approach of the children helps in the proper development of differentiating thought
process. Hence, creativity has a crucial role in the attitude, behaviour and also the approach
development to the surroundings (Usta & Akkanat, 2015).

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Pedagogical Strategies for Creativity Development
Above discussion highlighted that the creativity is useful in the process of the scientific
approach and attitude development of the children. Hence, implementing specific strategies to
develop the attitude of the children towards creativity and getting scientific knowledge should be
considered. The strategies would include of motivational speeches, appraising or encouragement
providence to children, attractive classroom design, development of study sessions with positive
and scientific learning, an application based or practical based learning procedure as well
(Yilmaz, 2016). All these strategies would attract the children to implement their ability to think
and implement the ideas to produce new tools as well in the practical based learning projects.
Scientific creativeness is one factor that relates to the mental thought process of the child and the
eagerness to the knowledge development about different things. It can refer the children seeking
the knowledge about the surrounding and questioning on every aspect of life and change as the
creativity development as the factor of the creativity comes from the self motivation and seeking
knowledge (Mayesky, 2014). Hence, the effectiveness of the scientific approach towards the
study would be helpful in the creativity's process development of the children and also the
elimination of the conflict of their mind. On this context it would develop the knowledge of the
children and the attitude to learn and produce new things with the help of the teachers and the
approaches of the teachers. The strategies of the teachers should be implemented with effective
communication with the children and helping them to understand the relation between the
creativity and science (Zünd et al., 2015).
Conclusion
Based on the above discussion it can be concluded that the process of the knowledge
development of the children depends on the context of the approach towards the learning

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curriculum and also the motivation. The motivation and the attraction of the children towards
learning science and developing creative ideas depend on the teaching process. Hence, the
teachers have a crucial role in the development's process of the knowledge of the children in
science curriculum and also creativity of the children through motivating them. Thus the process
of the scientific knowledge development and skill development depends on the attitude and
learning process followed by the teachers.

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References
Bailey, L. M., Morris, L. G., Thompson, W. D., Feldman, S. B., & Demetrikopoulos, M. K.
(2016). Historical contribution of creativity to development of gifted science education in
formal and informal learning environments. In Interplay of creativity and giftedness in
science (pp. 1-13). Brill Sense.
Cremin, T., Glauert, E., Craft, A., Compton, A., & Stylianidou, F. (2015). Creative Little
Scientists: exploring pedagogical synergies between inquiry-based and creative
approaches in Early Years science. Education 3-13, 43(4), 404-419.
Hanks, S. K., Kaufman, E. K., Friedel, C. R., Clegorne, N. A., Seibel, M. M., Brunton, K. C., &
Burbaugh, B. J. (2015). A model of leader development across the life span.
Knight, Z. G. (2017). A proposed model of psychodynamic psychotherapy linked to Erik
Erikson's eight stages of psychosocial development. Clinical psychology &
psychotherapy, 24(5), 1047-1058.
Kuhn, M. A., Greenhalgh, S., & McDermott, M. (2016). Using creativity from art and
engineering to engage students in science. Journal of STEM Arts, Crafts, and
Constructions, 1(2), 2.
Mayesky, M. (2014). Creative activities and curriculum for young children. Cengage Learning.
Ramma, Y., Samy, M., & Gopee, A. (2015). Creativity and innovation in science and
technology: Bridging the gap between secondary and tertiary levels of education.
International Journal of Educational Management, 29(1), 2-17.
Usta, E., & Akkanat, Ç. (2015). Investigating scientific creativity level of seventh grade students.
Procedia-Social and Behavioral Sciences, 191, 1408-1415.

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Yilmaz, R. M. (2016). Educational magic toys developed with augmented reality technology for
early childhood education. Computers in Human Behavior, 54, 240-248.
Zünd, F., Ryffel, M., Magnenat, S., Marra, A., Nitti, M., Kapadia, M., ... & Sumner, R. W.
(2015, November). Augmented creativity: bridging the real and virtual worlds to enhance
creative play. In SIGGRAPH Asia 2015 Mobile Graphics and Interactive Applications (p.
21). ACM.