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appropriate products. Although there are domains with only one correct answer to a question,
most domains allow for multiple interpretations and therefore, students need
to learn to defend
why they have made specific responses to questions, thus teaching critical thinking at an early
age.
To nurture children’s creativity in the home, parents need to work with all members of
the family to discuss egalitarian and equitable exchanges of ideas and behaviors. Although some
children do learn to be highly creative within
restrictive environments, most children learn best
with support and guidance. Using AI as a strategy of finding the strengths in every family
member and highlighting them without focusing on the weaknesses of family members will
enforce positive behavior and attitudes such as respect, trust and love. Support from loved ones
helps children to be resilient and persevering. Both of these traits are necessary
to promote
creative behavior.
The creative educator is critical in the development of childhood creativity. Teachers
must understand multiculturalism, gender and gender identity, psychological, cognitive, and
physical development to be able to recognize the incredible variability and
ability within each
classroom. With that variability, responsibility to reach each child where they are is every
teacher’s challenge. In addition to the teacher, the classroom culture influences the curriculum,
and prepares children for future creativity by promoting questioning and risk-taking, creative
assessments, curiosity
and open-endedness, collaboration and teamwork and activities that
highlight children's creative potential such as storytelling and dramatic play. The creativity of the
educator is highly correlated with student creativity. The creative teacher welcomes parents into
their classrooms, encourages friendships, and polices bullying and
discrimination and designs
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cross-curricular lesson plans that not only meet standards, but are exciting and fun. Creative
instructors are more likely to model and encourage creativity in their students.
Further strategies for increasing childhood creativity focus on extracurricular activities.
Often, teachers are not able to devote ample time for young children to learn to play a musical
instrument, develop physical agility and strength through dance or athletics. As children are
exposed to activities that they are curious and interested in, they develop
perseverance to develop
skill and confidence in an activity. The ability to transfer skills of success increase the
probability that the child will be creative in the future.
WHAT WORKS:
Creativity has been a research topic of interest for the past 60 years, yet no intervention or
methodology has been replicated over three times.
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