Supporting Creativity and Imagination in the Early Years

Supporting Creativity and Imagination in the Early Years

Supporting Creativity and Imagination in the Early Years

Supporting Creativity and Imagination in the Early Years

Synopsis

This book draws on the author's experience of promoting young children's creativity and imagination in a variety of settings over the last twenty years. The settings include home and centre based care and this book draws on the practical experience of adults living and working with children in these settings. The aim of the book is to use real life examples of young children's development and their growing competence to show the richness of their creativity and imagination. Children's development across a wide range of creative and imaginative experiences are outlined and ways of planning and assessing children's progress are discussed. Insights from research are used to inform practice. This book is for all who take delight in the richness of young children's learning and want to find ways to extend their practice by supporting and promoting learning in a practical way.

Excerpt

The publication of this second edition is testimony to the demand for and the success of a book of this kind. We believe that the first edition, in 1998, played an influential part in raising the profile and understanding of the importance of the creative arts in children's lives. During the last seven years much has emerged from government ministries: The Department for Culture, Media and Sport's (DCMS), Culture and Creativity (2001); the DfES's Birth to Three Matters (2002); 'Excellence and Enjoyment' (2003); and Every Child Matters (2004). Again, the Qualification and Curriculum Authority (QCA) published Creativity: Find It, Promote It (2003a). Moreover, research such as Findings from the Pre-school Period: Summary of Findings (2003, EPPE), and several other books and papers have all recognized the importance of promoting and fostering the arts from the early years and throughout education.

This book is one of a series which will be of interest to all those who are concerned with the care and education of children from birth to 6 years — childminders, teachers and other professionals in schools; those who work in playgroups; private and community nurseries and similar institutions; governors, providers and managers. We also speak to parents and carers, whose involvement is probably the most influential of all for children's learning and development.

Our focus is on improving the effectiveness of early education. Policy developments come and go, and difficult decisions are often forced on all those with responsibility for young children's well-being. We aim to help with these decisions by showing how developmental approaches to . . .

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