| |
| |
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| Foundations of Creative Thought | |
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| |
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| Understanding Children's Creative Thought and Expression | |
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| Classroom Perspectives on Creativity | |
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| Defining Creative Thought | |
| |
| |
| Theoretical and Research Base: Social Capital Theory | |
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| |
| Teachers' Reflections on Creativity | |
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| |
| How Children Learn to Think Creatively | |
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| |
| Current Children's Books and Creative Thinking | |
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| Developmental Sequence for Children's Creative Growth | |
| |
| |
| Integrating the Curriculum: Using Graphic Organizers | |
| |
| |
| What Is a Graphic Organizer? | |
| |
| |
| Why Use Graphic Organizers? | |
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| |
| Why Are Graphic Organizers Particularly Suitable for Children with Special Needs? | |
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| |
| Teachers' Roles and Responsibilities in Promoting Creativity | |
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| |
| Differentiating Instruction: Accommodations for Diverse Learners | |
| |
| |
| Technology Tie-In: Using Wikis and Blogs to Promote Children's Creativity | |
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| |
| Tips to Support Creativity in an Inclusive Classroom | |
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| |
| 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 | |
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| |
| Conclusion | |
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| |
| Chapter Summary | |
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| |
| |
| Supporting Children's Play, Games, and Inventions | |
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| |
| Classroom Perspectives on Play, Games, and Inventions | |
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| |
| Theoretical and Research Base: What Is Play? | |
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| Characteristics of Play | |
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| Changing Views of Play in the Curriculum | |
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| Why Children Play | |
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| Classical Theories | |
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| Modern Theories | |
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| Play, Developmentally Appropriate Practice, and the Creative Arts | |
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| Teachers' Reflections on Play, Games, and Inventions | |
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| How Children Learn Through Play | |
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| |
| Play and Cognitive Development | |
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| |
| Play and Language Development | |
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| Play and Literacy Development | |
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| |
| Play and Social and Emotional Development | |
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| |
| Play and Physical Development | |
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| Play and Creative Development | |
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| |
| Current Children's Books About Play, Games, and Inventions | |
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| |
| Developmental Sequence for Different Types of Play | |
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| |
| Development of Cognitive Play | |
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| |
| Symbolic Play Across Ages | |
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| |
| 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 | |
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| |
| Differentiating Instruction: Accommodations for Diverse Learners | |
| |
| |
| Tips for Supporting Play in an Inclusive Classroom | |
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| |
| 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 | |
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| |
| Meeting Standards Through Play | |
| |
| |
| Frequently Asked Questions About Play, Games, and Inventions | |
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| |
| Conclusion | |
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| |
| Chapter Summary | |
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| |
| |
| The Creative Arts | |
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| |
| |
| Promoting Children's Art | |
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| |
| Classroom Perspectives on Art | |
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| |
| 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 | |