9780134290065

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How to integrate creativity, play, and the arts into the early childhood curriculum while stimulating learning, meeting current accountability standards, incorporating technology, and differentiating instruction to adapt for the diverse learners in today’s classrooms

With an emphasis on thinking creatively and being resourceful as keys to surviving and thriving in today’s society, this evidence-based book provides practical ways for teachers to promote creativity, play, art, music/movement/dance, and drama for all children. It contains many authentic activities and examples to support children’s learning in the arts and content areas. The book examines the teacher’s role from a philosophical, pedagogical, and curricular stance by addressing key components, including the classroom environment, materials and resources, child guidance, assessment, technology applications, and culturally responsive teaching.

Practical, readable, and illustrative features and discussions include Snapshots of Classrooms, Teachers’ Reflections, Frequently Asked Questions, Meeting Standards guidelines, Differentiating Instruction and Making Adaptations for Diverse Learners, and Integrating the Curriculum. Also included in 7th edition are samples of children's work, how to how to use cooking as a creative activity, and using nature as a critical learning tool. The Enhanced Pearson eText version features new videos, Check Your Understanding quizzes, and Chapter quizzes.

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0134290062 / 9780134290065 Creative Thinking and Arts-Based Learning: Preschool Through Fourth Grade, with Enhanced Pearson eText -- Access Card Package, 7th Edition

Package consists of:

0134458257 / 9780134458250 Creative Thinking and Arts-Based Learning: Preschool Through Fourth Grade, Enhanced Pearson eText -- Access Card, 7th Edition
0134461126 / 9780134461120 Creative Thinking and Arts-Based Learning: Preschool Through Fourth Grade, Print Bound Version, 7th Edition

Joan Packer Isenberg is Professor Emerita of Education at George Mason University, where she also served as associate dean in the College of Education and Human Development from 2003-2011 and as the founding director of the Advanced Studies in Teaching and Learning (ASTL) program from 1999-2003. She is past president of the National Association of Early Childhood Teacher Educators. She was the recipient of the 2006 recipient of the Early Childhood Teacher Educator of the Year Award from NAECTE/Allyn & Bacon and served as the first visiting scholar for the National Board for Professional Teaching Standards from 2002-2003. For most of her academic career, she has studied and written about early childhood curriculum, play, and arts integration, particularly as they affect children’s learning and development. She has taught children from preschool through grade four in both public and private settings. Among her numerous authored or co-authored publications are Creative Thinking and Arts-Based Learning, 7th Edition 2018, Pearson); Exploring Your Role in Early Childhood Education 4th Edition (2012, Pearson); The Master’s Degree in Education as Teacher Professional Development (2012, Rowman & Littlefield), and Major Trends and Issues in Early Childhood Education, 2nd Edition (2003, Teachers College Press). She currently serves on the Board of Directors for Fairfax Futures, a nonprofit organization dedicated to ensuring young children’s school readiness in Fairfax County, VA.

Mary Renck Jalongo is Professor Emerita at Indiana University of Pennsylvania where she earned the university-wide outstanding professor award and coordinated the Doctoral Program in Curriculum and Instruction. She is a series editor for Springer’s Educating the Young Child book series and has served as editor-in-chief of the Early Childhood Education Journal since 1995. She has written, co-authored, or edited more than 30 books, including Early Childhood Language Arts, 6th Edition; Exploring Your Role in Early Childhood Education, 4th Edition; and Major Trends and Issues in Early Childhood Education: Challenges, Controversies, and Insights, 2nd Edition. Her 2016 Gryphon House book, Literacy Learning for All Young Learners was recognized as a finalist for the Revere Awards. In addition, she has published two books with the National Association for the Education of Young Children, Learning to Listen, Listening to Learn, and Young Children and Picture Books , two for ACEI, and has earned five national awards for excellence in professional writing. As a public school classroom teacher, she taught first grade and second grade in low-income areas. As a preschool teacher, she worked with English Language Learners in a federally funded program and taught in a university-based, multi-age program for children ages 2 to 5 years.

Brief Table of Contents

Part 1: Foundations of Creative Thought

Chapter 1: Understanding Children’s Creative Thought and Expression

Chapter 2: Supporting Children’s Play, Games, and Creativity

Part 2: The Creative Arts

Chapter 3: Promoting Children's Art

Chapter 4: Engaging Children in Music, Movement, and Dance

Chapter 5: Exploring Drama

Part 3: Creative Teaching and Assessment

Chapter 6: Fostering Creative Thinking and Arts-Based Learning

Chapter 7: Assessing the Creative Processes and Products of Children

Chapter 8: Promoting Children's Creative Work in Diverse Families and Communities

Part 4: Environments that Support Creativity and the Arts

Chapter 9: Designing Creative Learning Environments

Chapter 10: Using Creative Materials and Resources Effectively

Detailed Table of Contents

Part 1: Foundations of Creative Thought

Chapter 1: Understanding Children’s Creative Thought and Expression

Learning Outcomes

Snapshots of Creativity

Defining Creative Thought

Theoretical and Research Base: Social Capital Theory

Teachers’ Reflections on Creativity

How Children Think and Develop Creatively

Current Children’s Books and Creative Thinking

Developmental Sequence for Children’s Creative Growth

Integrating the Curriculum: Using Graphic Organizers

Teachers’ Roles: Promoting Creativity

Technology Tie-In: Using Wikis and Blogs to Promote Children’s Creativity

Differentiating Instruction: Accommodations for Diverse Learners

There’s an App for That: Using Web 2.0 Tools to Support Creative Thinking

Meeting Standards for Creative Activities

Frequently Asked Questions About Creativity

Conclusion

Chapter Summary

Chapter 2: Supporting Children’s Play, Games, and Creativity

Learning Outcomes

Snapshots of Play, Games, and Creativity

Theoretical and Research Base: What Is Play?

Play, Developmentally Appropriate Practice, and the Creative Arts

Teachers’ Reflections on Play, Games, and Creativity

How Children Learn Through Play

Current Children’s Books and Creative Thinking

Developmental Sequence for Types of Play

Development of Social Play

Teachers’ Roles: Supporting Children’s Play, Games, and Creativity

Integrating the Curriculum: Using Games

Differentiating Instruction: Accommodations for Diverse Learners

There’s an App for That: Using Web 2.0 Tools to Support Children’s Creative Thinking

Meeting Standards Through Play, Games, and Creativity

Frequently Asked Questions About Play, Games, and Creativity

Conclusion

Chapter Summary

Part 2: The Creative Arts

Chapter 3: Promoting Children’s Art

Learning Outcomes

Snapshots of Children’s Art

Defining the Visual Arts

Theoretical and Research Base: Art as a Language and the Schools of Reggio Emilia
Teachers’ Reflections on the Visual Arts

Children Learn and Develop Through Art

Current Children’s Books About the Visual Arts

Developmental Sequence for Children’s Art

Teachers’ Roles: Supporting Children’s Art

Technology Tie-In: Using Interactive Whiteboards

Integrating the Arts: Using Artifacts

Differentiating Instruction: Accommodations for Diverse Learners

There’s an App for That: Using Web 2.0 Tools to Support Children’s Art

Meeting Standards for the Arts

Conclusion

Frequently Asked Questions About Art in the Curriculum

Chapter Summary

Chapter 4: Engaging Children in Music, Movement, and Dance

Learning Outcomes

Snapshots of Music, Movement, and Dance

Defining Music, Movement, and Dance

Theoretical and Research Base: Neuroscience, Cognitive Psychology, and Music and Movement

Teachers’ Reflections on Music, Movement, and Dance

How Children Learn and Develop Through Music, Movement, and Dance

Teachers’ Roles: Engaging Children in Music, Movement, and Dance

There’s an App for That: Using Web 2.0 Tools for Music

Integrating the Curriculum: Using Song Picture Books

Current Children’s Books About Music and Dance

Technology Tie-In: Using the Nintendo Wii as a Resource for Physical Activity
Differentiating Instruction Accommodations for Diverse Learners

Meeting Standards for Music, Movement, and Dance

Conclusion

Frequently Asked Questions About Music, Movement, and Dance

Chapter Summary

Chapter 5: Exploring Drama

Learning Outcomes

Snapshots of Classroom Drama

Theoretical and Research Base: Drama

The Role of Classroom Drama Forms of Drama

Teachers’ Reflections on Classroom Drama

How Children Learn Through Drama

Current Children’s Books Related to Drama

Strategies for Teaching Drama to Children

Integrating the Curriculum: Using Tableau

Teachers' Roles Supporting Drama

Drama and Technology

There’s an App for That: Using Web 2.0 Tools for Drama

Technology Tie-In: Using Voki to Create an Avatar

Differentiating Instruction: Accommodations for Diverse Learners

Meeting Standards Through Drama

Conclusion

Frequently Asked Questions About Classroom Drama

Chapter Summary

Part 3: Creative Teaching and Assessment

Chapter 6: Fostering Creative Thinking and Arts-Based Learning

Learning Outcomes

Snapshots of Fostering Creative Thinking and Arts-Based Learning

Theoretical and Research Base: Fostering Creative Expression

Teachers’ Reflections: Encouraging Creative Thought

Teachers’ Roles: Fostering Creative Thinking and Arts-Based Learning

Strategies That Invite Creative Thinking and Arts-Based Learning

Differentiating Creative Arts Instruction: Accommodations for Diverse Learners

Meeting Standards Through Creative Experiences

Conclusion

Frequently Asked Questions About Fostering Creative Thinking and Arts-Based Learning

Chapter Summary

Chapter 7: Assessing the Creative Processes and Products of Children

Learning Outcomes

Snapshots of Assessment

Defining Performance Assessment

Theoretical and Research Base: Identification of Talent and Giftedness

Teachers’ Reflections: On Assessment

The Why, What, and How of Assessment

Current Children’s Books and Role Models of Creativity

Teachers’ Roles: Assessment

Technology Tie-In: Using E-Portfolios of Children’s Work

There’s an App for That: Using Web 2.0 Tools to Help Teachers Document Student Work

Meeting Standards for Assessment in the Arts

Conclusion

Frequently Asked Questions About Assessment

Chapter Summary

Chapter 8: Promoting Children’s Creative Work in Diverse Families and Communities

Learning Outcomes

Snapshots of Culture, Family, and the Arts

Defining Cultural Perspectives on Creativity and the Arts

The Influence of Families and Communities on Children’s Creativity

Theoretical and Research Base: Multiple Intelligences

Integrating the Curriculum: Multiple Intelligence Theory

Teachers’ Reflections on Creativity, Families, and Communities

Current Children’s Books About Diverse Families

Teachers’ Roles: Working with Diverse Families and Communities

There’s an App for That: Using Web 2.0 Tools to Promote Family Unity

Meeting Multicultural Education Standards Through the Arts

Conclusion

Frequently Asked Questions About Creativity and Diverse Families and Communities

Chapter Summary

Part 4: Environments that Support Creativity and the Arts

Chapter 9: Designing Creative Learning Environments

Learning Outcomes

Snapshots of Creative Learning Environments

Theoretical and Research Base: Creative Learning Environments

Elements of Creative Learning Environments Climate Relationships Space Time

Teachers’ Reflections on Classroom Environments

Indoor Environments That Foster Creativity and Arts-Based Learning

Outdoor Environments That Foster Creativity and Arts-Based Learning

Features of Creative Outdoor Environments

Creative Outdoor Spaces for Children of Different Ages and Abilities

Teachers’ Roles: Designing a Creative Environment

Adapting the Environment for Diverse Learners

Meeting Standards for Creative Environments

Conclusion

Frequently Asked Questions About Creative Environments

Chapter Summary

Chapter 10: Using Creative Materials and Resources Effectively

Learning Outcomes

Snapshots of Using Creative Materials

Theoretical and Research Base: Creative Materials and Resources

Teachers’ Reflections on Materials and Resources

Types of Creative Materials

Age-Appropriate Materials

Using Creative Materials Appropriately and Safely

Technology, Media, and Creative Thinking

Other Divergent Materials and Resources

Differentiating Instruction: Adapting Creative Materials for Diverse Learners

Meeting Standards: Using Creative Materials and Resources

Frequently Asked Questions About Materials and Resources

Online Resources

Conclusion

Chapter Summary

Appendix A: Cross-referenced National Content-Area Standards Guide

Appendix B: Age-Appropriate Games and Energizers

Appendix C: Online Resources for Creative Thinking and Arts-Based Learning

Glossary

References

Children’s Literature References

Index

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Creative Thinking and Arts-Based Learning Preschool Through Fourth Grade, with Enhanced Pearson eText -- Access Card Package

Creative Thinking and Arts-Based Learning Preschool Through Fourth Grade, with Enhanced Pearson eText -- Access Card Package

0134290062

Summary

Author Biography

Table of Contents

Supplemental Materials