" ImaginationCulture of thinkingArtful thinkingQUESTION 2READINGSTo complete this task go to your text and refer to the following reading:? Developing young children?s creativity: what can we learn from research? Sharp, C.(2004).QUESTION 2 (A)Describe the combination of attributes that are required in order for children to express creativity assuggested by Russ in the reading.The educators need to combine these three viz., curiosity, tolerance of ambiguity and openness toexperience for achieving the creativity among children. QUESTION 2 (B)Describe the three factors suggested by Mellou (cited in the reading) that can be used to nurturecreativity in an educational setting?? Involve children in real problem solving situation and critical reflection.? Plan opportunities for children for showcasing their creativity.? Flexible framework should be designed for children according to their interest. QUESTION 2 (C)What are the factors that may limit or stifle creativity in early childhood settings? Lack of encouragement and scope from parents and teachers is major reason for limiting thecreativity of a child in the early childhood settings. Page | 114CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014QUESTION 3READINGSTo assist you with these tasks question go to your text and refer to readings: ? Guide to the Education and Care Services National Law and the Education and CareServices National Regulations, ACECQA (2011).? Belonging, Being and Becoming: The Early Years Learning Framework for Australia, AustralianGovernment Department of Education, Employment and Workplace Relations (2009).QUESTION 3 (A)Identify the Quality Area and element from the NQS that relates to children?s agency.? Children?s health and safety? Relationship with children? Education program and practiceQUESTION 3 (B)Identify the indicator within Learning Outcome 1: Children have a strong sense of identity thatrelates most closely to children?s agency. Indicator- supporting children?s efforts, motivate and encourage children QUESTION 3 (C)Identify the element in QA3 Physical Environment that relates most closely to the provision ofcreative experiences in Children?s Services with regard to resources.Element 3-1.3- facilities are designed and provided to ensure active participation of every childwithin the service between the indoor and outdoor space. QUESTION 3 (D)Identify the indicators within Learning Outcome 4 Children are confident and involved learners thatrelate to children?s creativity in regards to learning. Indicator- children develop their skills like enquiry, problem solving, experimentation, researchingand hypothesisingPage | 115CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014QUESTION 3 (E)Which indicators within Learning Outcome 5 Children are effective communicator?s link children?screativity in regard to communication? Indicator- children interact both verbally as well as non-verbally with others for a wide range ofpurposesPage | 116CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014002 THE PHYSICAL ENVIRONMENT ANDCREATIVITY002 THE PHYSICAL ENVIRONMENT AND CREATIVITYREADINGSHBA Learner Guide? Refer to Section 12 in the HBA Learner Guide for CHC50113 Diploma in Early ChildhoodEducation and CareYou will also need to access the following readings:? Sharp, C. (2004). Developing young children?s creativity: what can we learn from research?Topic, 32, 5-12. Retrieved from http://www.nfer.ac.uk/nfer/publications/55502/55502.pdf ? Drew, W., and Rankin, B. (2004). Promoting Creativity for Life Using Open-Ended Materials.Young Children, July, 2004. Retrieved fromhttp://www.rediscovercenter.org/pdf/promoting_creativity1.pdf? Kable, J. (2010) Have you ever heard of the theory of loose parts? [Online Article]. Let theChildren Play. Retrieved from http://www.letthechildrenplay.net/2010/01/how-children-use-outdoor- play-spaces.html? Post, J., Hohmann, M., and Epstein, A. (2011). Setting Up a Sensory Environment for Infantsand Toddlers. ReSource, Spring, 2011, 18-19. Retrieved fromhttp://www.highscope.org/file/NewsandInformation/ReSourceReprints/Spring2011/TeachCorner_Settin gUpSensoryIT_72-5.pdf? Neill, P. (2013). Open-Ended Materials Belong Outside Too!HighScope Extensions, 27 (2),1-10. Retrieved fromhttp://www.highscope.org/file/NewsandInformation/Extensions/ExtVol27No2_highrez.pdfPage | 117CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014002 THE PHYSICAL ENVIRONMENT AND CREATIVITYASSESSMENT TASKSQUESTION 1READINGSTo complete this task go to your resource folder and refer to the following readings:? Promoting Creativity for Life Using Open-Ended Materials, Drew, W and Rankin, B(2004).QUESTION 1 (A)What do Drew and Rankin (2004) define as the key goals for engaging in the creative arts? The key goals for engagement in the creative arts is the communication, think and feel. QUESTION 1 (B)Match each of the 7 key principles of using open-ended materials to the correct example.Example Principle for using open-endedmaterials“I?m putting all the white rocks in this PRINCIPLE 1: Children?s spontaneous,pile and all the black ones in this creative self-expression increases their sensepile,” announce Hanneke. of competence and well-being now and intoadulthood.Educators at Blue Bay Early PRINCIPLE 2: Children extend and deepenLearning Centre meet monthly to their understandings through multiple, hands- review how children are using open- on experiences with diverse materials.ended materials to support creativity.“I see you?ve sorted the rocks PRINCIPLE 3: Children?s play with peersHanneke. I wonder how many rocks supports learning and a growing sense ofare in each pile?” competence.When working on a collage using PRINCIPLE 4: Children can learn literacy,pieces of patterned paper, Conor science, and mathematics joyfully throughsays: “Hey, these two patterns are active play with diverse, open-ended materials.the same. See they both havestripes!”Page | 118CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014“Wasn?t it wonderful to see how PRINCIPLE 5: Children learn best in open- excited the girls were about their ended explorations when teachers help thempaper backpack!” make connections.Perri and Nora proudly announce: PRINCIPLE 6: Teachers are nourished by“Look what we did! We made a observing children?s joy and learning.backpack out of paper!”Pre-schoolers, Mia, Rachel, Eva and PRINCIPLE 7: Ongoing self-reflection amongHarry are seated at the drawing teachers in community is needed to supporttable. They are carefully drawing a these practices.vase of flowers that has been placedon the table. “I?m finished”,announces Harry. “No, you haven?tdone the bits of yellow in themiddle”, say Eva. “Oh”, say Harry, “Iforgot! How did you do them?”QUESTION 2READINGSTo complete this task go to your resource folder and refer to the following readings:? Setting Up a Sensory Environment for Infants and Toddlers, Post, J., Hohmann, M., andEpstein, A. (2011).? Open-Ended Materials Belong Outside Too!, Neill, P. (2013).? Have you ever heard of the theory of loose parts?, Kable, J. (2010).QUESTION 2 (A)How does Post, Hohmann and Epstein (2011) define open- ended materials? Open-ended materials are defined as the materials which can be used in numerous ways bothindoors and outdoors by the babies and young children. QUESTION 2 (B)How does Neill (2013) define loose parts? Loose parts defined as the materials having no specific set of directions which can be used alongwith other different materials.Page | 119CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014QUESTION 2 (C)What is the relationship between loose parts/open - ended materials and creativity?The open-ended materials encourages the creativity skills of children for making the play morecomplex and richer. QUESTION 2 (D)Explain how the exploration and use of loose parts/open - ended materials supports creativity?a. Describe „creativity? in the context of Children?s Services. Creativity provide experiences for every children to use their senses of vision, hearing, and tasteaccording to their understanding. b. Explore the difference between product and process. Process is open-ended experience involving exploration, experiment and engagement, whereasthe product final appreciation and outcome they receive after their finished process. c. Explore how the physical environment (including open-ended materials and loose parts) cansupport creativity. Open-minded materials and loose parts are effective in stimulating creativity among children asopen-ended materials like paint, clay and drawing kit have no pre-determined use. Playing withthese open-ended materials helps the children to explore new things.d. Describe the role of the educator in supporting creativity. Educators acts as a source of both social and emotional support, which helps the children to takerisk and show their creativity.e. Provide examples of creativity in areas such as play (indoors and outdoors), music/movement,dramatic play and the visual arts. Examples- creativity using play dough, dressing doll, singing, dancing, mime, paintingPage | 120CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014003 MUSIC, MOVEMENT, DANCE AND CREATIVITY003 MUSIC, MOVEMENT, DANCE AND CREATIVITYREADINGSHBA Learner Guide? Refer to Section 12 in the HBA Learner Guide for CHC50113 Diploma in Early ChildhoodEducation and CareYou will also need to access the following readings:? Marigliano, M. and Russo, M. (2011). Moving Bodies, Building Minds. Young Children,September, 2011, 44-49. Retrieved fromhttp://www.naeyc.org/files/yc/file/201109/Moving%20Bodies_Russo_Marigliano_Online_0911.pdf? Pica, R. (2009). Can Movement Promote Creativity? Young Children, July, 2009, 60-61.Retrieved from http://www.naeyc.org/files/yc/file/200907/LeapsandBoundsWeb709.pdf? Jones, J. (2010). The Role of Music in Your Classroom. Exchange, March/April, 2010, 90-92.Retrieved fromhttp://www.artseveryday.org/uploadedFiles/What_We_Do/News/News_from_the_Field/2010/The%20 Role%20of%20Music%20in%20Your%20Classroom.pdfPage | 121CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014003 MUSIC, MOVEMENT, DANCE AND CREATIVITYASSESSMENT TASKSQUESTION 1READINGSTo complete this task refer to the following readings:? Moving Bodies, Building Minds. Foster Preschooler?s Critical Thinking and ProblemSolving through Movement, Marigliano, M. and Russo, M. (2011).? Can Movement Promote Creativity?, Pica, R. (2009).? The Role of Music in Your Classroom, Jones, J. (2010).? The Power of Creative Dance, Bergstein Dow, C.(2010).QUESTION 1 (A)Complete the following sentences using the word bank below.UnleashingCreative movement Critical thinking. Thinking skillscreativityBodily kinaesthetic Divergent thinking. Think before they act, Working memory.Consider differences betweenLinguistic connection Pay attention to detailexperiencesEngage, expand, and empower Emerging literacy. ImaginationI. One of the cognitive skills required for creativity is Critical thinking Thinking skillsII. Goleman, Kaufman, and Ray (1992) believe that relationship between thinking and feelings,between mind and body, are critical to Bodily kinaesthetic ________________III. Young children can be supported to develop problem-solving and critical thinking throughCreative movement______________IV. During creative movement experiences, children learn to Imagination_________________ Page | 122CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014V. Linking movement experiences with receptive and expressive language builds children?sLinguistic connection ______________VI. Carefully and rigorously re?ecting on their past experiences and using their memory to noterelationships and make comparisons based on a set of criteria is an example of children?sability to engage in Consider differences between experiences___________ VII. When educators ask children to recall what movements they did or saw their peers do theyare supporting children to use their Working memory_______________ VIII. Children can be assisted to recall and use descriptive language and discover new types ofmovement when the educator engages them in Linguistic connection, emerging literacy and Consider differences between experiences.IX. Creative movement activities foster Unleashing creativity.X. The scaffolding technique of „the three Es? refers to Engage, expand, and empowerXI. Selected children?s literature fosters open-ended dance experiences and rich conversationsthat promote children?s Divergent thinkingQUESTION 2Music has many benefits to children?s learning and development. In the table below, match eachbenefit to the appropriate area of development. Area of Development? Social ? Emotional ? Language ? Cognitive ? Physicaldevelopment development development development developmentBenefits of music to children?s learning anddevelopmentExpress feelings; soothe hurt feelings; increase feelings of self-Emotional developmentworth.Explore the numerous ways in which their bodies move; Physical developmentimprove balance and coordination; enhance fine motor skillsthrough finger plays.Interact with peers, cooperate, take turns. Social developmentDevelop new vocabulary; learn new concepts. Language developmentDevelop listening skills in songs requiring specific actions atCognitive developmentspecific times; develop creativity and imagination by inventingtheir own song lyrics or dance moves; increase attention span.Page | 123CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014"