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Reviews of the first edition “In addition to expected information about developmental stages and caregiver response, Duffy discusses diversity and accessibility issues that affect children’s response to opportunities to express their creativity … an admirably detailed guide to creativity for persons involved in caring for young children.†Education Review “The strength of Bernadette Duffy’s book is her ability to share through tables, examples, theory and reflections her deep understanding of children’s creative process…†Montessori International Magazine Learning through the arts has the potential to stimulate open ended activity that encourages discovery, exploration, experimentation and invention, thus contributing to children’s development in all areas of learning and helping to make the curriculum meaningful to them. Bernadette Duffy draws on her extensive experience of promoting young children's creativity and imagination to examine how visual representations, music, dance, imaginative play and drama can enable children to express their feelings, thoughts and responses. She highlights examples of good practice and provides practical guidance for those working with young children in a variety of settings, including home, school and centre-based care. Updated throughout, this second edition considers creativity and imagination in the light of contemporary initiatives such as Every Child Matters, Birth to Three Matters, Sure Start and the Foundation Stage curriculum. Supporting Creativity and Imagination in the Early Yearsis essential reading for early years practitioners and students, as well as anyone who delights in young children's learning and development and wants to explore new ways of supporting it.
Young Children and the Arts: Nurturing Imagination and Creativity examines the place of the arts in the experiences of young and very young children at home and in out-of-home settings at school and in the community. There is great need for development of resources in the arts specifically designed to introduce babies and toddlers to participatory experiences in the visual arts, dance, music, and storytelling/theater. This book presents valuable guidelines for early childhood teachers, families, caregivers and community organizations. Young Children and the Arts presents a comprehensive approach to the arts that is aligned with early childhood developmentally appropriate practice and that combines an exploratory, materials-based approach with an aesthetic-education approach for children from birth to eight years of age. It addresses both how the arts are foundational to learning, and how teachers and parents can nurture young children’s developing imagination and creativity. The models presented emphasize a participatory approach, introducing young children to the arts through activities that call for engagement, initiative and creative activity. Additionally, Young Children and the Arts addresses the intersection of early childhood education and the arts—at points of convergence, and at moments of tension. The role of families and communities in developing and promoting arts suffused experiences for and with young children are addressed. Young Children and the Arts examines the role of innovative arts policy in supporting a broad-based early arts program across the diverse settings in which young children and their families live, work, and learn.
First Published in 2009. Routledge is an imprint of Taylor & Francis, an informa company.
For the young child, art is a way of solving problems, conceptualizing the world, and creating new possibilities. In Everyday Artists, the author addresses the disconnect that exists between the teaching of art and the way young children actually experience art. In doing so, this book questions commonly held notions and opens up exciting new possibilities for art education in the early childhood classroom. A practicing teacher herself, Bentley uses vignettes of children’s everyday activities—from block building to clean-up to outdoor play—to help teachers identify and scaffold the genuine artistic practice of young children. Book Features: Tangible examples of everyday arts experiences told through lively classroom stories.An examination of the teacher’s role with suggestions of appropriate ways to support children’s artistic expression.Clear explanations of how inquiry and creativity contribute to the overall thinking and learning of the young child.A “Voice of the Teacher” section that offers teaching strategies for extending children’s thinking and learning.A wide-range of ideas for teachers who feel they do not know how to “do” art. Dana Frantz Bentley is a teacher researcher and preschool teacher at Buckingham Browne and Nichols School in Cambridge, Massachusetts. She received a Doctorate of Education, Art, and Art Education from Teachers College, Columbia University. “Much has been written about the role of the arts in education, especially about the importance of the arts to early childhood learning. Dana Frantz Bentley endows the arts with an additional and central kind of significance rooted in a broad conception of cognition.” —From the Foreword by Judith M. Burton, Teachers College, Columbia University “Like the young children she describes, Dana Frantz Bentley is an ‘everyday artist,’ making something ‘beautiful’ of her informed and thoughtful pedagogy. There is much to learn from the artful reflection and generative inquiry of this inspired early childhood educator.” —Jessica Hoffmann Davis, author of Why Our Schools Need the Arts
Offering practical guidance on encouraging creativity in early childhood settings, this much-needed book highlights the importance of the arts and creativity for children's learning, critical thinking, social interaction and self-regulation. The book considers the impact of creativity on early brain development and discusses how to choose the right arts or creative approach for your children. Principles for creative curriculums, teaching, assessments and environments are provided and each chapter includes a 'practitioner toolkit' element, with reflective questions and practical strategies for implementing the learning from the chapter into daily practice.
If you are a student or practitioner in the early years sector, you need to develop a rounded understanding of key issues in this fast-moving field. This new and updated edition provides a critical examination of the essential issues in early years policy and practice. With contributions from highly regarded practitioners and researchers, this book accessibly balances theory and practical concerns. The Sixth Edition has been extensively revised to include: A new chapter on Child Protection and Safeguarding Coverage of the new EYFS Theory and research evidence A Companion Website, highlighting further reading and current policies and frameworks You can visit the Companion Website at www.uk.sagepub.com/pughduffy to view a video from the authors, and also access study materials including: Points for discussion Reflective tasks Further reading Web links
Written and edited by leading practitioners and researchers in early childhood, this new edition of Pugh and Duffy's highly regarded book provides a critical examination of key issues in the field. The fifth edition is extensively revised to emphasise the role of multi-agency working in responding effectively to the needs of children and families. Written with the new Early Years Foundation Stage and the Early Years Professional Status requirements in mind, the new edition of this best-selling book includes fully updated coverage of policy and research, practice, and workforce issues, as well as four brand new chapters on: - Children's Centres - Health services in the early years - Leading and working in multiagency teams - Quality in early childhood education This book is essential reading for students on early childhood studies courses, PGCEs and early years foundation degrees, and multi-agency team-workers in early childhood services provision. Dr Gillian Pugh is Visitor Professor at the Institute Education and former chief excutive of Coram Family. Bernadette Duffy is Head of Centre at Thomas Coram Centre for Children and families in Camden.
Most people accept that early years education should aim to develop children's creativity, but this raises a number of questions: What is creativity? How does it relate to such concepts as imagination, self-expression and intelligence? Why is it valuable?--and in what ways? Can creativity be taught? And, if so, how? And how can it be assessed?In this carefully-weighed, clearly written and scholarly study, Anna Craft answers these and related questions, providing in the process a comprehensive guide to creativity for all those who work with children in the early years.
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
People Under Three is an established text for all those training to work with young children or managing day care facilities."--Jacket.