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Creative Thinking and Arts-Based Learning Preschool Through Fourth Grade

ISBN-10: 0132853361
ISBN-13: 9780132853361
Edition: 6th 2014
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Description: In Creative Thinking and Arts-Based Learning: Preschool Through Fourth Grade, 6th edition, Joan Packer Isenberg and Mary Renck Jalongoshow future and current early childhood educators how to integrate children’s creativity, play, and the arts into  More...

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Book details

List price: $120.80
Edition: 6th
Copyright year: 2014
Publisher: Pearson Education
Publication date: 3/11/2013
Binding: Paperback
Pages: 528
Size: 7.25" wide x 9.00" long x 1.00" tall
Weight: 2.178
Language: English

In Creative Thinking and Arts-Based Learning: Preschool Through Fourth Grade, 6th edition, Joan Packer Isenberg and Mary Renck Jalongoshow future and current early childhood educators how to integrate children’s creativity, play, and the arts into their curriculum in a way that fosters learning and growth and meets accountability measures, by emphasizing the use of technology to enhance creativity and the arts, with myriad suggestions to differentiate instruction and make adaptations for diverse learners across the art forms. Organized into four main parts, the text covers the foundations of creative thought; examines children’s play, games, and inventions; addresses the subject areas that are traditionally associated with the creative arts; delves into the teacher’s role—supporting creative expression and play, assessing creative processes and products, and working with diverse families and communities; and discusses effective design and use of environments, materials, and resources. Unique boxed pedagogical features make the text more practical, readable, and helpful to the early childhood educator. Written for prospective and practicing early childhood educators who are expected to teach in accordance with an increasing number of state, local, and national benchmarks, this proven and adaptable text will best prepare the early childhood educator for creative thinking in the classroom and beyond.

Mary Renck Jalongo, Ph.D. nbsp; Mary Renck Jalongo is a teacher, writer and editor.nbsp; As a classroom teacher, she taught preschool, first grade and second grade, worked with children and families of migrant farm workers, and taught in the laboratory preschool at the University of Toledo.nbsp; Currently she is a professor at Indiana University of Pennsylvania where she earned the university-wide outstanding professor award and coordinates both the Doctoral Program in Curriculum and Instruction and an initial teacher certification program at the graduate level.nbsp; nbsp; As a writer, Dr. Jalongo has co-authored and edited more than 25 books, many of them textbooks in the field of early childhood education.nbsp; These books includeEarly Childhood Language Arts(4 th ed. Allyn & Bacon) andCreative Thinking and Arts-Based Learning(4 th ed.nbsp; Merrill/Prentice Hall),Exploring Your Role:nbsp; An Introduction to Early Childhood Education(3 rd ed., Merrill/Prentice Hall) andMajor Trends and Issues in Early Childhood Education:nbsp; Challenges, Controversies, and Insights(2 nd ed. Teachers College Press). She is also the author for various articles on early childhood education in theWorld Book Encyclopediaand has written two award-winning Association for Childhood Education International Position Papers. nbsp; Her most recent publications include two National Association for the Education of Young Children (NAEYC) books,Learning to Listen, Listening to LearnandYoung Children and Picture Booksas well as a Teachers College Press book,Planning for Learning:nbsp; Collaborative Approaches to Lesson Design and Reviewand an edited book for ACEI,The Worldrsquo;s Children and Their Companion Animals:nbsp; Developmental and Educational Significance of the Child/Pet Bond.nbsp; Mary has earned seven national awards for excellence in scholarly writing.nbsp; nbsp; Mary is editor-in-chief of the Springer international publication,Early Childhood Education Journaland co-edits their new book series,Educating the Young Child:nbsp; Advances in Theory and Research, Implications for Practice.

Foundations of Creative Thought
Understanding Children's Creative Thought and Expression
Classroom Perspectives on Creativity
Defining Creative Thought
Theoretical and Research Base: Social Capital Theory
Teachers' Reflections on Creativity
How Children Learn to Think Creatively
Current Children's Books and Creative Thinking
Developmental Sequence for Children's Creative Growth
Integrating the Curriculum: Using Graphic Organizers
What Is a Graphic Organizer?
Why Use Graphic Organizers?
Why Are Graphic Organizers Particularly Suitable for Children with Special Needs?
Teachers' Roles and Responsibilities in Promoting Creativity
Differentiating Instruction: Accommodations for Diverse Learners
Technology Tie-In: Using Wikis and Blogs to Promote Children's Creativity
Tips to Support Creativity in an Inclusive Classroom
There's an App for That: Using Web 2.0 Tools to Support Creative Thinking
Specific Suggestions
Meeting Standards for Creative Activities
Frequently Asked Questions About Creativity
Conclusion
Chapter Summary
Supporting Children's Play, Games, and Inventions
Classroom Perspectives on Play, Games, and Inventions
Theoretical and Research Base: What Is Play?
Characteristics of Play
Changing Views of Play in the Curriculum
Why Children Play
Classical Theories
Modern Theories
Play, Developmentally Appropriate Practice, and the Creative Arts
Teachers' Reflections on Play, Games, and Inventions
How Children Learn Through Play
Play and Cognitive Development
Play and Language Development
Play and Literacy Development
Play and Social and Emotional Development
Play and Physical Development
Play and Creative Development
Current Children's Books About Play, Games, and Inventions
Developmental Sequence for Different Types of Play
Development of Cognitive Play
Symbolic Play Across Ages
Development of Social Play
Integrating the Curriculum: Using Games
What Is a Game?
Why Use Games?
Why Are Games Suitable for Children with Special Needs?
Teachers' Roles and Responsibilities in Supporting Children's Play, Games, and Inventions
Why Should Teachers Support Children's Play?
When Should Teachers Support Children's Play?
What Are Teachers' Roles in Children's Play?
Technology Tie-In: Supporting Play with Digital Interactives
Differentiating Instruction: Accommodations for Diverse Learners
Tips for Supporting Play in an Inclusive Classroom
There's an App for That Using Web 2.0 Tools to Support Children's Play and Games
Tools to Support Play, Games, and Inventions: Specific Suggestions for Diverse Learners
Meeting Standards Through Play
Frequently Asked Questions About Play, Games, and Inventions
Conclusion
Chapter Summary
The Creative Arts
Promoting Children's Art
Classroom Perspectives on Art
Defining the Visual Arts
Theoretical and Research Base: Art as a Language and the Schools of Reggio Emilia
Teachers' Reflections on Art
How Children Learn Through Art
Current Children's Books About the Visual Arts
Developmental Sequence for Children's Art
Integrating the Arts: Using Artifacts
What Is an Artifact?
Why Use Artifacts?
Why Is the Study of Art and Artifacts Particularly Appropriate for Children with Special Needs?
Teachers' Roles and Responsibilities in Art
Technology Tie-In: Using Interactive Whiteboards
Evaluate Materials and Experiences
Respond Appropriately to Children's Art
Locating Resources and Storing Materials
Displaying Children's Art
Talking About Art
Differentiating Instruction: Accommodations for Diverse Learners
Tips for Art in an Inclusive Classroom
There's an App for That: Using Web 2.0 Tools to Support Children's Art
Specific Suggestions
Meeting Standards for the Arts
Conclusion
Frequently Asked Questions About Art in the Curriculum
Chapter Summary
Engaging Children in Music, Movement, and Dance
Classroom Perspectives on Music, Movement, and Dance
Defining Music, Movement, and Dance
Theoretical and Research Base: Neuroscience, Cognitive Psychology, and Music and Movement
Teachers' Reflections on Music, Movement, and Dance
How Children Learn Through Music, Movement, and Dance
There's an App for That: Using Web 2.0 Tools for Music
Current Children's Books and Music and Dance
Developmental Sequence for Music, Movement, and Dance
Psychomotor Development
Perceptual Skills
Emotional and Social Development
Cognitive Skills
Multicultural Development
Aesthetic Awareness
Integrating the Curriculum: Using Song Picture Books
What Is a Song Picture Book?
Why Use Song Picture Books?
Why Are Song Picture Books Particularly Appropriate for Children with Special Needs?
Teachers' Roles and Responsibilities in Engaging Children in Music, Movement, and Dance
Teachers as Motivators
Teachers as Planners
Teachers as Observers
Teachers as Facilitators
Technology Tie-in: Using the Nintendo Wii as a Resource for Physical Activity
Differentiating Instruction: Accommodations for Diverse Learners
Music and Movement Tips for an Inclusive Classroom
Specific Suggestions
Meeting Standards for Music, Movement, and Dance
Conclusion
Frequently Asked Questions About Music and Dance
Chapter Summary
Inviting Children's Participation in the Dramatic Arts
Classroom Perspectives on Children's Participation in the Dramatic Arts
Theoretical and Research Base: The Dramatic Arts
The Meaning of Enactment
Forms of Enactment
Teachers' Reflections on the Dramatic Arts
How Children Learn Through Drama
Current Children's Books About Children's Drama
Appropriate Dramatic Arts Experiences
Dramatic and Sociodramatic Play
Story Play
Pantomime
Mime Activities for Young Children
Mime Activities for Elementary Children
Puppets
Story Drama
Readers' Theater
Readers' Theater for Preschool and Kindergarten
Readers' Theater for First and Second Grades
Readers' Theater for Third and Fourth Grades
Integrating the Curriculum: Using Tableau
What Is Tableau?
Teachers' Roles and Responsibilities in Drama and Enactment
Technology Tie-In: Using Voki to Create an Avatar
What Is Voki?
What Are Voki's Benefits for the Dramatic Arts?
What Are Appropriate Uses of Voki in the Classroom?
Differentiating Instruction: Accommodations for Diverse Learners
Tips for Drama in an Inclusive Classroom
Specific Suggestions for Diverse Learners
Meeting Standards Through Appropriate Drama Activities
Conclusion
Frequently Asked Questions About the Dramatic Arts
Chapter Summary
Creative Teaching and Assessment
Teachers' Roles in Fostering Creative Thought and Expression
Classroom Perspectives on Fostering Creative Thought and Expression
Theoretical and Research Base: Fostering Creative Thought and Expression
Cognitive-Developmental Theory
Sociocultural Theory
Humanistic Theory
Behavioral Theory
Social-Learning Theory
An Eclectic Theoretical Approach
Teachers' Reflections on Fostering Creative Thought
Your Role in Fostering Creative Thought
Promoting Creative Thought in the Classroom
Encouraging Children's Prosocial Behavior
Understanding Children's Conflicts
Adult-Child Interactions
Autocratic Interactions
Permissive Interactions
Democratic Interactions
Strategies That Invite Creative Thought and Expression
Inquiry- and Problem-Based Learning Groups
Investigative Play
Project Work
Meeting Standards Through Creative Experiences
Conclusion
Frequently Asked Questions About Fostering Creative Thought and Expression
Chapter Summary
Assessing the Creative Processes and Products of Children
Classroom Perspectives on Assessment of Creative Work
Defining Assessment of Creativity and the Arts
Theoretical and Research Base: Identification of Talent and Giftedness
Teachers' Reflections on Assessment
How Children Learn Through Assessment
Why Assess: Identifying the Purpose
Current Children's Books and Role Models of Creativity
What to Assess: Finding a Focus
How to Assess: Selecting the Approach
Teachers' Roles and Responsibilities in Assessment
There's an App for That: Using Web 2.0 Tools to Help Teachers Document Student Work
Technology Tie-In: Using E-Portfolios of Children's Work
Published Scales
Meeting Standards for Assessment in the Arts
Conclusion
Frequently Asked Questions About Assessment
Chapter Summary
Children's Creative Work in Diverse Families and Communities
Classroom Perspectives on Culture, Family, and the Arts
Defining Cultural Perspectives on Creativity and the Arts
Theoretical and Research Base: Multiple Intelligences
Teachers' Reflections on Creativity, Families, and Communities
How Children Learn in Families and Communities
Current Children's Books About Diverse Families
Developmental Sequence for Multicultural Education
Integrating the Curriculum: Multiple Intelligence Theory
Teachers' Roles and Responsibilities in Working with Diverse Families and Communities
There's an App for That: Using Web 2.0 Tools to Promote Family Unity
Meeting Multicultural Education Standards Through the Arts
Conclusion
Frequently Asked Questions About Creativity and Diverse Families and Communities
Chapter Summary
Environments that Support Creativity
Designing Environments That Support Creativity and the Arts
Perspectives on the Classroom Environment
Theoretical and Research Base: The Importance of the Classroom Environment
Bronfenbrenner
Montessori
Malaguzzi and Reggio Emilia Schools
Vygotsky
Features of Creative Classroom Environments
Teachers' Reflections on Classroom Environments
Designing Indoor Environments for Creativity and Arts-Based Learning
Room Arrangement
Arts-Based Centers
Designing Outdoor Environments for Creativity and Arts-Based Learning
Types of Playgrounds
Features of Quality Outdoor Environments
Outdoor Environments for Children of Different Ages and Abilities
Teachers' Roles and Responsibilities: Designing a Creative Environment
Adapting the Environment for Diverse Learners
Tips for Modifying the Indoor Physical Environment to Support Diverse Learners
Tips for Modifying Centers to Support Diverse Learners
Suggestions for Modifying Specific Centers for Diverse Learners
Tips for Modifying the Outdoor Environment to Support Diverse Learners
Suggestions for Modifying the Outdoor Environment to Support Diverse Learners
Meeting Standards for Environments
Conclusion
Frequently Asked Questions About Creative Environments
Chapter Summary
Using Creative Materials and Resources Effectively
Classroom Perspectives on Creative Materials
Theoretical and Research Base: Creative Materials and Resources
History of Play Materials
Materials for Creative Thinking and Arts-Based Learning
Using Creative Materials Safely and Appropriately
Teachers' Reflections on Materials and Resources
Types of Creative Materials
Skill and Concept Materials
Manipulative Materials
Self-Expressive Materials
Gross Motor Materials
Construction Materials
Recycled and Natural Materials
Developmentally Appropriate Materials
Infants and Toddlers
Preschoolers and Kindergartners
First Through Fourth Graders
Technology Materials, Creative Thinking, and the Arts
Technology Materials and Creative Expression
Appropriate Technology and Media
The Internet
Assistive Technology and Media Materials
Other Divergent Materials and Resources
Blocks
Modeling Materials
Sand and Water
Games
Games as a Creative Material
Competition Versus Cooperation
Child-Constructed Games
Invented Games
Making Games with Children
Adapting Creative Materials for Diverse Learners
Tips for Adapting Materials and Resources in the Classroom
Specific Suggestions for Diverse Learners
Meeting Standards Through the Effective Use of Creative Materials and Resources
Frequently Asked Questions About Materials and Resources
Web Sites to Visit for Creative Materials and Resources
Conclusion
Chapter Summary
Cross-referenced National Content-Area Standards Guide
Noncompetitive Games for Children
Resources for Creative Materials
Glossary
References
Children's Literature References
Index

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