- Creativity in Curriculum
Holistic early childhood education is based on creativity as it allows young children to be able to express and solve problems as well as interact with the world meaningfully. Early childhood settings do not consider creativity to be an aesthetic activity but an essential part of cognitive, emotive, and social development (Isbell & Yoshizawa, 2016). According to (ACECQA, 2024), agency, imagination, and innovation- skills that are required in lifelong learning are supported by creativity. The integration of creativity into the curriculum enables teachers to support such situations in which children experiment, create, and cooperate. This kind of experience cultivates flexibility of thought, self-confidence, and the ability to perceive challenges in various angles (Garvis et al., 2019).
As a technique, enabling creativity needs to be taught, and the teacher should design playful and rich experiences that allow experimentation and inquisitiveness (ECA, 2023). The play-based pedagogies enable children to merge creativity with reality knowledge, which promotes the higher-level thinking and divergent exploration. Teachers can have confidence in creative abilities of children by scaffolding learning with open-ended questions, a variety of materials, and joint reflection (Howard and Mayesky, 2022). Teachers are facilitators who serve to stimulate contexts and respect the ideas and processes of every child but not to look at products only.
Reggio Emilia approach emphasizes creativity as a hundred languages in which children share ideas in the form of art, movement, music and storytelling (Stonehouse et al., 2012). This is an inter-disciplinary perspective that promotes interdisciplinary creativity. Likewise, the socio-cultural theory proposed by Vygotsky places the origin of creativity in the processes of socialization, communication, and collectivization of sense (Garvis et al., 2019). When teachers incorporate such theoretical viewpoints, they appreciate the fact that creativity thrives in relationships and in cultural settings.
Inclusion and well-being are also encouraged through embedding creativity in the early childhood curriculum. Expressing creativity presents children with other forms of communication, particularly to those whose language is challenged or who have developmental needs (Meggitt, Bruce, and Manning-Morton, 2016). By appreciating diversity in expressing creativity, teachers endorse the identities of children and cultural stories. Besides, imaginative activities of any type, artistic, dramatic, and even imaginative in nature help in developing resilience and emotional regulation by providing children with a chance to externalize emotions in a safe way.
Integrated learning is helped by incorporating creative work in the form of art, drama, and puppetry. Sensory awareness, fine motor control and aesthetic understanding are developed in art experiences. Empathy, communication, and symbolic play are improved with the help of drama and puppetry (Tombak, 2014; Anders, 2021). The domains assist teachers in creating purposeful, play based programs that are indicative of the Early Years Learning Framework (EYLF) concepts of belonging, being, and becoming. Early childhood teachers develop not just artistic skills but also critical thinkers and innovators able to meet the challenges of the 21st century with creative curricula (Howard and Mayesky, 2022).
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