| |
| |
| Preface | |
| |
| |
| |
| Theories Relating to Child Development | |
| |
| |
| |
| Fostering Creativity and Aesthetics in Young Children | |
| |
| |
| |
| The Concept of Creativity | |
| |
| |
| What is Creativity? | |
| |
| |
| Importance of Creativity | |
| |
| |
| Characteristics of Creativity | |
| |
| |
| Helping Children Express Creativity | |
| |
| |
| |
| Promoting Creativity | |
| |
| |
| Promoting Creativity in the Curriculum | |
| |
| |
| Promoting Creativity through Play and Exploration | |
| |
| |
| Modifying Curriculum to Promote Creativity | |
| |
| |
| Promoting Creativity through Positive Acceptance | |
| |
| |
| Creative Questioning for Children | |
| |
| |
| Motivating Skills for Teachers | |
| |
| |
| |
| The Concept of Aesthetics | |
| |
| |
| Aesthetics and the Quality of Learning | |
| |
| |
| Benefits of Aesthetic Sensitivity | |
| |
| |
| Aesthetic Experiences | |
| |
| |
| |
| Promoting Aesthetic Experiences | |
| |
| |
| Looking and Seeing | |
| |
| |
| Sensing, Feeling, and Imagining | |
| |
| |
| Finding and Organizing Aesthetic Materials | |
| |
| |
| Aesthetic Use of Materials | |
| |
| |
| Guidance in Using Aesthetic Materials | |
| |
| |
| |
| Planning and Implementing Creative Activities | |
| |
| |
| |
| Children, Teachers, and Creative Activities | |
| |
| |
| Consider the Child | |
| |
| |
| Consider the Teacher/Caregiver | |
| |
| |
| Strategies for Success | |
| |
| |
| |
| Creative Environments | |
| |
| |
| Physical Space: General Guidelines | |
| |
| |
| Arrangement of Space and Equipment | |
| |
| |
| Activity/Interest Centers | |
| |
| |
| Selection of Equipment for Creative Activities | |
| |
| |
| |
| Using Media to Promote Creativity | |
| |
| |
| Importance of Using Media | |
| |
| |
| Activities to Develop Creativity | |
| |
| |
| Value of Computers in Early Childhood Programs | |
| |
| |
| Choosing Software for Young Children | |
| |
| |
| The Internet and Early Childhood Programs | |
| |
| |
| |
| Art and the Development of the Young Child | |
| |
| |
| |
| Art and Social-Emotional Growth | |
| |
| |
| Self-Concept and Self-Acceptance | |
| |
| |
| Child-to-Child Relationships | |
| |
| |
| Child-to-Teacher Relationships | |
| |
| |
| Child-to-Group Relationships | |
| |
| |
| |
| Art and Physical-Mental Growth | |
| |
| |
| Art and Physical (Motor) Development | |
| |
| |
| Art and Mental Development | |
| |
| |
| Art and the Total Program | |
| |
| |
| |
| Developmental Levels and Art | |
| |
| |
| Developmental Levels/Stages of Art | |
| |
| |
| Children's Drawing | |
| |
| |
| The Scribble Stage | |
| |
| |
| The Basic Forms Stage | |
| |
| |
| The Pictorial Stage | |
| |
| |
| |
| The Early Childhood Art Program | |
| |
| |
| |
| Program Basics: Goals, Setting Up, Materials, and Strategies | |
| |
| |
| Basic Goals of the Early Childhood Art Program | |
| |
| |
| Setting Up for Art Activities | |
| |
| |
| Setting Up for Art Activities--Specific Stages | |
| |
| |
| Basic Equipment, Materials, and Use | |
| |
| |
| Safety | |
| |
| |
| |
| Two-Dimensional Activities | |
| |
| |
| Picture Making | |
| |
| |
| Printmaking | |
| |
| |
| Collage | |
| |
| |
| |
| Three-Dimensional Activities | |
| |
| |
| Developmental Levels and Three-Dimensional Media | |
| |
| |
| The Value of Clay | |
| |
| |
| Strategies for Working with Clay | |
| |
| |
| Modeling | |
| |
| |
| Assemblage | |
| |
| |
| Cardboard Construction | |
| |
| |
| Woodworking | |
| |
| |
| |
| Play, Development, and Creativity | |
| |
| |
| |
| The Role of Creative Play in Development | |
| |
| |
| What is Play? | |
| |
| |
| Importance of Play in Child Development | |
| |
| |
| Stages of Play | |
| |
| |
| |
| Theory into Practice: Creative Activities for the Early Childhood Program | |
| |
| |
| |
| Creative Activities in Other Curricular Areas | |
| |
| |
| |
| Dramatic Play and Puppetry | |
| |
| |
| Importance of Dramatic Play | |
| |
| |
| Dramatic Play in the Home (or Housekeeping) Center | |
| |
| |
| Puppets | |
| |
| |
| |
| Creative Movement | |
| |
| |
| The Importance of Movement Activities for Young Children | |
| |
| |
| Planning Creative Movement Activities to Meet Young Children's Needs | |
| |
| |
| |
| Creative Music | |
| |
| |
| Goals for Young Children's Music Experiences | |
| |
| |
| Planning Music Activities | |
| |
| |
| |
| Creative Language Experiences | |
| |
| |
| Development of Language | |
| |
| |
| Development of Speech | |
| |
| |
| Development of Rules of Speech | |
| |
| |
| Understanding Bilingual/Bicultural Young Children's Language Development | |
| |
| |
| Development of Listening | |
| |
| |
| Emerging Literacy | |
| |
| |
| Pre-Writing Skills | |
| |
| |
| Poetry Experiences | |
| |
| |
| Children's Books | |
| |
| |
| |
| Creative Science | |
| |
| |
| Science and the Young Child | |
| |
| |
| Types of Science Activities | |
| |
| |
| Art and Science | |
| |
| |
| The Discovery/Science Center | |
| |
| |
| Environmental Education | |
| |
| |
| Environmental Activities in School | |
| |
| |
| Outdoor Science | |
| |
| |
| |
| Creative Mathematics | |
| |
| |
| Developmental Pattern of Learning Mathematical Ideas | |
| |
| |
| Mathematics in the Movement Center | |
| |
| |
| Mathematics in the Art Center | |
| |
| |
| Mathematics at the Water Table | |
| |
| |
| Mathematics in the Home Center | |
| |
| |
| Mathematics in the Block Center | |
| |
| |
| Mathematical Concepts: Definitions and Related Activities | |
| |
| |
| Mathematics Grades 3-5 | |
| |
| |
| |
| Creative Food Experiences | |
| |
| |
| Importance of Food Experiences to the Total Program | |
| |
| |
| Food Activities That Help Children's Creativity | |
| |
| |
| Getting Started | |
| |
| |
| Integrated Food Units--Elementary Level | |
| |
| |
| Reducing Sugar In Children's Diets | |
| |
| |
| |
| Creative Social Studies | |
| |
| |
| |
| |
| |
| |
| |
| |
| Learning About One's World | |
| |
| |
| Individual Development and Identity | |
| |
| |
| People in the Community | |
| |
| |
| Teaching Young Children About Peace | |
| |
| |
| |
| Creative Health and Safety Experiences | |
| |
| |
| Health and Safety in the Early Years | |
| |
| |
| Health Practices | |
| |
| |
| Early Childhood Health Concerns | |
| |
| |
| Safety Education | |
| |
| |
| |
| Creative Celebrations: Holidays in the Early Childhood Curriculum | |
| |
| |
| |
| The Place of Celebrations in the Curriculum | |
| |
| |
| Meaning of Holidays | |
| |
| |
| Celebrations and Holidays--The Old Way | |
| |
| |
| Celebrations--Feelings and Beliefs | |
| |
| |
| |
| Including Celebrations in the Curriculum | |
| |
| |
| Developing a Policy for Celebrations | |
| |
| |
| Basic Steps to a Holiday Policy | |
| |
| |
| |
| Developmentally Appropriate Celebrations | |
| |
| |
| Achieving Developmentally Appropriate Holiday Celebrations in the Curriculum | |
| |
| |
| Developmentally Appropriate Celebrations in the Year Round Curriculum | |
| |
| |
| Developmentally Appropriate Holiday Celebrations--A Final Note | |
| |
| |
| |
| Resources for Celebrations | |
| |
| |
| Children's Books | |
| |
| |
| Using the Internet for Resources | |
| |
| |
| Books for Children | |
| |
| |
| References for Teachers | |
| |
| |
| |
| Seasons | |
| |
| |
| |
| Seasons: Aesthetic Awareness | |
| |
| |
| The Aesthetics of Autumn | |
| |
| |
| Autumn Experiences for Children | |
| |
| |
| Autumn Experiences for Older Children | |
| |
| |
| The Aesthetics of Winter | |
| |
| |
| Winter Experiences for Children | |
| |
| |
| Winter Experiences for Older Children | |
| |
| |
| The Aesthetics of Spring | |
| |
| |
| Spring Experiences for Children | |
| |
| |
| Spring Experiences for Older Children | |
| |
| |
| The Aesthetics of Summer | |
| |
| |
| Summer Experiences for Children | |
| |
| |
| Summer Experiences for Older Children | |
| |
| |
| Appendices | |
| |
| |
| |
| Gross and Fine Motor Skills | |
| |
| |
| |
| Language Development Objectives and Activities for Infants and Toddlers | |
| |
| |
| |
| Basic Program Equipment and Materials for an Early Childhood Center | |
| |
| |
| |
| Room and Yard Organization, Exhibitions, and Displays | |
| |
| |
| |
| Recycled Materials | |
| |
| |
| |
| Criteria for Selecting Play Equipment for Young Children | |
| |
| |
| |
| Puppet Patterns | |
| |
| |
| Glossary | |
| |
| |
| Index | |