Promoting Imagination and Creativity in Early Childhood
Imagination and creativity are "higher mental abilities." They require the capacity for "representational" thought (the ability to form images in one's mind and to store and retrieve them over time). A child typically will begin to form mental images toward the end of the first year, and generally will achieve the total capacity for representational thought by the end of the second year. However, it usually is not until the third year that she will be adept and comfortable enough with the processes involved to start engaging in genuinely imaginative and creative activities.
The capacity for imagination and creativity actually consist of two components. First, there is PERCEPTION. Several people may observe the same situation, but each will analyze it differently. Then there is EXPRESSION. Several people may think the same thing, but each will convey the thought differently. Although imagination and creativity usually are associated with strictly expressive activities, a child initially must develop the relevant perceptual or analytical components. Therefore, the first manifestation shows up subtly during simple problem solving. A child confronts a task, such as retrieving a toy from a high shelf, and she must use her own mind to figure out the best way to handle it. Later, as expressive activities kick in, imagination and creativity become obvious. However, it is important not to neglect this earliest and most fundamental manifestation.
Both the perceptual and expressive components of imagination and creativity require three things to flourish. The first is BASIC SKILL. A child can only be as imaginative and creative as her intelligence and physical skills will permit at each stage of early development. Next is OPPORTUNITY. Once a child is theoretically able to do a variety of imaginative and creative things, she must have the chance to do so. Finally, there is PRACTICE. Like anything else, a child needs plenty of experience to become truly proficient at employing her mind and body in imaginative and creative ways.
This brief epub provides "need to know" information about how to promote imagination and creativity in early childhood.
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The capacity for imagination and creativity actually consist of two components. First, there is PERCEPTION. Several people may observe the same situation, but each will analyze it differently. Then there is EXPRESSION. Several people may think the same thing, but each will convey the thought differently. Although imagination and creativity usually are associated with strictly expressive activities, a child initially must develop the relevant perceptual or analytical components. Therefore, the first manifestation shows up subtly during simple problem solving. A child confronts a task, such as retrieving a toy from a high shelf, and she must use her own mind to figure out the best way to handle it. Later, as expressive activities kick in, imagination and creativity become obvious. However, it is important not to neglect this earliest and most fundamental manifestation.
Both the perceptual and expressive components of imagination and creativity require three things to flourish. The first is BASIC SKILL. A child can only be as imaginative and creative as her intelligence and physical skills will permit at each stage of early development. Next is OPPORTUNITY. Once a child is theoretically able to do a variety of imaginative and creative things, she must have the chance to do so. Finally, there is PRACTICE. Like anything else, a child needs plenty of experience to become truly proficient at employing her mind and body in imaginative and creative ways.
This brief epub provides "need to know" information about how to promote imagination and creativity in early childhood.
Promoting Imagination and Creativity in Early Childhood
Imagination and creativity are "higher mental abilities." They require the capacity for "representational" thought (the ability to form images in one's mind and to store and retrieve them over time). A child typically will begin to form mental images toward the end of the first year, and generally will achieve the total capacity for representational thought by the end of the second year. However, it usually is not until the third year that she will be adept and comfortable enough with the processes involved to start engaging in genuinely imaginative and creative activities.
The capacity for imagination and creativity actually consist of two components. First, there is PERCEPTION. Several people may observe the same situation, but each will analyze it differently. Then there is EXPRESSION. Several people may think the same thing, but each will convey the thought differently. Although imagination and creativity usually are associated with strictly expressive activities, a child initially must develop the relevant perceptual or analytical components. Therefore, the first manifestation shows up subtly during simple problem solving. A child confronts a task, such as retrieving a toy from a high shelf, and she must use her own mind to figure out the best way to handle it. Later, as expressive activities kick in, imagination and creativity become obvious. However, it is important not to neglect this earliest and most fundamental manifestation.
Both the perceptual and expressive components of imagination and creativity require three things to flourish. The first is BASIC SKILL. A child can only be as imaginative and creative as her intelligence and physical skills will permit at each stage of early development. Next is OPPORTUNITY. Once a child is theoretically able to do a variety of imaginative and creative things, she must have the chance to do so. Finally, there is PRACTICE. Like anything else, a child needs plenty of experience to become truly proficient at employing her mind and body in imaginative and creative ways.
This brief epub provides "need to know" information about how to promote imagination and creativity in early childhood.
The capacity for imagination and creativity actually consist of two components. First, there is PERCEPTION. Several people may observe the same situation, but each will analyze it differently. Then there is EXPRESSION. Several people may think the same thing, but each will convey the thought differently. Although imagination and creativity usually are associated with strictly expressive activities, a child initially must develop the relevant perceptual or analytical components. Therefore, the first manifestation shows up subtly during simple problem solving. A child confronts a task, such as retrieving a toy from a high shelf, and she must use her own mind to figure out the best way to handle it. Later, as expressive activities kick in, imagination and creativity become obvious. However, it is important not to neglect this earliest and most fundamental manifestation.
Both the perceptual and expressive components of imagination and creativity require three things to flourish. The first is BASIC SKILL. A child can only be as imaginative and creative as her intelligence and physical skills will permit at each stage of early development. Next is OPPORTUNITY. Once a child is theoretically able to do a variety of imaginative and creative things, she must have the chance to do so. Finally, there is PRACTICE. Like anything else, a child needs plenty of experience to become truly proficient at employing her mind and body in imaginative and creative ways.
This brief epub provides "need to know" information about how to promote imagination and creativity in early childhood.
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Promoting Imagination and Creativity in Early Childhood
Promoting Imagination and Creativity in Early Childhood
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Product Details
| BN ID: | 2940013140356 |
|---|---|
| Publisher: | William Gladden Foundation Press |
| Publication date: | 07/26/2011 |
| Series: | Parenting Pointers , #20 |
| Sold by: | Barnes & Noble |
| Format: | eBook |
| File size: | 13 KB |
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