Welcome to CE230!

Creative Activitie

s for Young

Children

It will be helpful to have your

course books and

syllabus nearby, if possible. Feel free to chat

with each other. We will begin

class at 9:00PM

ET!

Seminar Agenda

• Welcome and Introductions

• Course Expectations

• Collaborative Project

• Final Project

• Theories of Creativity

Introductions

• Where are you joining us from?

• Are you new to online learning?

About You

• Where are you from?

• What is your experience in education and/or with kids?

• What do you hope to get out of this course?

About Me

• Recently moved from Chicago, Illinois to Bethlehem, Pennsylvania

• Family – Husband who is a medical resident– Two little kiddos- Elizabeth is 3, Ben is 2

• Work– Master of Science in Education from

Northwestern University– Third grade teacher for five years, then

taught reading instruction for Kindergarten through 5th

Seminar Structure

• Keep the conversation going– Your participation is the most important part!

• Simple rules to keep us organized– You can call me Kate– Because there is a delay between speaking

and typing, we have to adjust our pace– If you have a question about something I

said, please type “?”. That way I can pause and address your question.

Seminar, continued

• Participation– If you come to seminar and participate you

will be fine– Grades are posted by the Sunday after the

end of the unit• Alternative written response– The alternative written response needs to be

at least 200 words– Response must be posted by the Tuesday of

the end of the unit– Grades for the written response will be

posted by the Sunday after the end of the unit

Discussion BoardVery Important!

Building on each other’s ideas is the key to discussion boards

Ask questions of your classmates and of me I may ask questions of you. Please take time to respond.

Discussion response must be posted by the Tuesday of the end of the unit

Grades for discussion board will be posted by the Sunday after the end of the unit

By checking the discussion board everyday or every other day you should be able to meet all requirements

Projects

• Projects- not every unit has a project• Due the Tuesday of the end of the unit• Grades will be posted by the Sunday

after the end of the unit• Final Project– Builds on our work throughout the course, so

we’ll talk about it now so you can prepare ahead of time

– Make a note if something stands out that you would like to use in your final project

– Planning ahead is very important

Unit 3 – Professional Collaboration Project

• You will all be working on this project together.• Download the PMI form located under Unit 3 – Professional

Collaboration Project.

• Please follow these specific instructions when completing the chart. You are responsible for the following:

1. Researching information on the assigned theorist(s).

2. Meeting with peer group members to compare theories.   

3. Completing your section of the PMI Strategy group report.   

4. Participating in the group answer to the question following the report.

• You will need to compile your information into one Microsoft Word document and turn it into the dropbox.

Unit 3 – Professional Collaboration Project Rubric

• The project was free of grammar, usage and spelling errors. ___/10 points• Evidence of: ___/35 points– Researching information on the assigned theorist(s).– Meeting with peer group members to compare theories.– Completing your section of the PMI Strategy group report. (Plus, Minus,

Interesting)– Participating in the group answer to the question following the report.– (note: group participants are not penalized if a member of the group does not

participate) • Contribute to a consensus of which two theories contributed most to the group's

overall understanding of the nature and importance of creativity in Early Childhood Education and a brief (2- to 3-sentence) description of why. ___/20 points

• Ideas and thoughts were supported with information from our text and/or other resources. ___/20 points

• Sources were properly credited. Note: it is not required that APA format for citing sources be followed for this class; however, it is required to give credit to the sources used and we encourage at least trying to cite using APA format.  No points will be deducted for incorrect citation, but points will be deducted if no attempt at citation is made. ___/10 points

• Total Points out of a possible 95 ___/95 points

Final Project• For your final project you will build a portfolio of creative activities for children

ages 0-12 and explain how each can be used in an Early Childhood Care Environment. Choose any three (3) of the following age groups and find 5 activities that will nurture and encourage the creativity of that particular age group and explain how it can be used in the classroom.– 6 Weeks to 1 Year– 2 – 4 Years– 5 – 7 Years– 8 – 10 Years– 10 – 12 Years

• Use this chart to complete your project.• Each activity should have an APA citation noting its source.• Your explanations should be written in complete sentences and organized into

paragraphs .  Be sure to adhere to the 'Online Communication Guidelines' found in the Course Home Section. The Portfolio should also include:– A title page– A References page in APA format

A portfolio of creative activities for children ages 0-12 was created.

Three (3) of the following age groups were selected:

6 weeks-1 year , 2-4 years, 5–7 years, 8–10 years, 10–12 years

___/30

An explanation was provided for how each activity can be used in an early childhood care environment

___/30

Why these activities should be included in these lessons was discussed. 

___/30

Six (6) activities that will nurture and encourage the creativity of each of the three age groups were selected for each age group.

___/75

An explanation of how it will be used in the classroom was provided. Your explanations should be written in complete sentences and organized into paragraphs.

___/40

A connection to the relevant learning theory that corresponded to each activity was made.

___/30

Each activity has the source noted. A citation in APA format for the source was given on the references page. The project was free of spelling and grammatical errors. The portfolio included a title page and a reference page in APA format

___/30

Total Points out of a possible 265 ___/265 points

Final Project Rubric

Any Questions?

• Office hours by request– I am happy to set up AIM chats or phone calls.

• Seminar – option 1 OR 2• Course dates• Course materials• Learning activities• Grading and due dates• Rubrics• Plagiarism

Unit 1: Introduction to Creative Activities for Young Children

• Elements in the classroom that foster creativity

• Theories about creativity

Wallas Model (1926)

• Preparation

- Exploring and looking for the real problem. Gather information, find resources.

• Incubation

-Abstain from mental work. Do not consider the problem.

• Illumination

-The “Aha” or “Light bulb” moment when a new idea or combination appears that meets the requirements of the problem.

• Verificaton

-Try it out. Determine if the idea will work.

Torrence’s Creative PeopleE. Paul Torrence and Laura K. Hall, Journal of Creative Behavior, 1980

Creative people:• have their energy field accessible;• have the ability to tap and release unconscious and preconscious

thought; • are able to withstand being thought of as abnormal or eccentric;• are more sensitive;• have a richer fantasy life and greater involvement in

daydreaming;• are enthusiastic and impulsive; • show signs of synaesthesia (e.g., tasting color, seeing sound,

hearing smells, etc.);• show different brain wave patterns than the less creative,

especially during creative activity;• when confronted with novelty of design, music, or ideas, they get

excited and involved (less creative people get suspicious and hostile);

• when given a new solution to a problem, they get enthused, suggest other ideas, overlook details and problems ("less creative students analyze the defects rather than explore potentials.“)

Osborne

• Creative Problem-Solving (CPS)– Divergent thinking – producing many

different ideas by asking open ended questions and having open-ended activities such as brainstorming where all ideas are accepted. Nothing is critiqued until later when ideas are selected to try for implementation.

Erich Fromm Creativity and Its Cultivation, 1959.

The Conditions for Creativity: • the ability to be puzzled; • the ability to concentrate; • the ability to accept conflict and tension;• the willingness to be born every day

(courage and faith);• to feel a sense of self.

Theories

• Freud– Psychoanalytic– Conflict & difficulties provide motivation for creativity.

• Skinner– Behaviorist– Creativity is a product of a person’s genetic & environmental history.

Adult role model very important.

• Rogers and Maslow– Humanistic– Self-actualization reached only when basic needs are met.

Theories (cont.)

• Piaget– Constructivist– Development occurs through predictable stages.

• Vygotsky– Social Constructivism– Independent development is supplemented by collaboration with peers

and adults.

• Gardner– Multiple Intelligences– Many intelligences & educators must focus on all nine.

Weekly Reminders

• Post your introduction under “Introduce Yourself”

• Complete reading• Post your answer to our discussion board

question and respond to your classmates’ posts

• Look for your group assignments for the collaborative project next Tuesday.

Ways to get help!

• Email me!• Set-up a phone call or AIM chat. • Post your question to the Course

Questions discussion board (under "Course Home" > "Course Questions")

References

Isbell, R.T. and Raines, S. C. (2007). Creativity and the Arts with Young Children. Thomson Delmar Learning.