|Course Type||Course Code||No. Of Credits|
Semester and Year Offered: Semester-3, Monsoon 2018
Course Coordinator and Team: Fariha Siddiqui and Sheetal Nagpal
Email of course coordinator: email@example.com
Pre-requisites: The course focuses on the job role of supervisor (Level-6) in an early childhood centre. The course is meant to be offered to those who have specific knowledge and skills related to Day care facilitator (Level-5) offered in 1st year respectively
The specific objectives of the course are to help students:
- Understand the concept of ‘creativity’
- Knowledge about types of creativity
- Understand the significance of creativity in children
- Ways to foster creativity in young children
- Understand the role of facilitator and supervisor in developing creativity of young children
- Prepare assessment indicators for making curriculum creative
- Design contextually and developmentally appropriate activities for development of creativity in children
After completing the course, students will be able to:
- Design and conduct various activities in drama, music, dance, art, play, language and science that would enhance creative thinking abilities of the children of different ages and abilities in a day care center.
- Arrange physical infrastructure and classroom space conducive to enhancing creativity of children in the centre.
- Identify indicators of planned activities and opportunities that can nurture creativity in children
- Develop and use indicators for monitoring and mentoring facilitators to conduct creative activities with children effectively
- Mentor and monitor facilitators in planning and conducting these activities.
- Critically reflect on the responses and participation levels of children in the programme as it is being implemented
- Assess whether the programme is catering to the different ages and abilities of children as planned and identify gaps if any.
- Critically reflect on the children's response to planned activities to assess the appropriateness for different ages and abilities
Brief description of modules/ Main modules:
Module 1: Concept of creativity
This module will begin with the concepts such as ‘What is creativity?’, ‘significance of creativity’, and ‘dimensions and types of creativity’. It will also discuss creativity of young children in early childhood years, myths related to creativity, the role of caretaker in enhancing creativity of the children(do’s and don’ts) and arrangement of learning centres/spaces for promoting creativity of children.
Module 2: Enhancing creativity
This module will describe ways by which creativity of children can be enhanced in the early childhood years. These may include activities such as, dance, music and movement, drama, play, arts and craft, science, etc. It is important for the supervisor to not only understand the significance of these activities for learning and development of children but also to plan them. In addition to planning activities for diverse needs of children, collaboration with parents is also essential
Assessment Details with weights:
- Mayesky, M. (2009).Creative activities for young children. Clifton Park, NY: Delmar. Chapter 1: The concept of creativity (pp. 3-16) Chapter 6: Creative environments (pp. 105- 119) Chapter 9: Art and socio-emotional growth (pp. 163- 182) Chapter 15: Dramatic play and puppetry (pp. 323- 344) Chapter 16: Creative movement (pp. 345-365) Chapter 17:Creative music (pp. 366- 387) Chapter 19: Creative science (pp. 423-454)
- IGNOU (2016). Play activities for preschoolers-2.Block-6. Unit 218.
- Yadav.P, Prasad.J.K. (2012) Fostering Creativity among Young Children, The Primary Teacher Volume Xxxvii Number 1 and 2 January and April, 2012, NCERT
- Isbell, R. &Raines, S. (2006). Creative and the arts with young children. Delmar; 2nd edition Chapter-2. The creative teacher (pp. 41-68)
- Mayesky, M. (2009).Creative activities for young children. Clifton Park, NY: Delmar.
- Sen, R.S.(2016).Nurturing creativity in young children (pp. 105-116). In: Certificate Course in Early Childhood Education, DPS Society.
- Swaminathan, M. (1968). Drama in Schools. New Delhi: NCERT. Chapter 2 Classroom Drama (pp. 21-24) Chapter 4 Towards Formal Drama (pp. 54-59) Chapter 5 The Arts and Drama (pp. 60-72) Chapter 6 Puppetry (pp. 73-79)
- Isbell, R. &Raines, S. (2006). Creative and the arts with young children. Delmar; 2nd edition Chapter-1. Creativity (pp. 1-40), Chapter 6: Music, Music, Music (pp. 185- 222)Chapter 7: Children in motion: Creative movement (pp. 223-243),Chapter 8: Creative drama (pp. 244- 277),Chapter 10: Integrating the arts (pp. 308-329)
- Isenberg, J.P. &Jalongo, M.R. (1997).Creative Expression and Play in Early Childhood. (2nded.). New Jersey: Merrill. Chapter 1: Creativity and the young child (pp. 2-37), Chapter 3: Art in the early childhood curriculum (pp. 80-125), Chapter 4: Music and movement in the early childhood curriculum (pp. 126-167), Chapter 5: Creative Drama in the early childhood curriculum (168-208), Chapter 6: Planning, arranging and managing the creative environment (pp. 210-253)
- Materials and resources for creative expression and play (pp. 254-300) Chapter 7 https://www.nfer.ac.uk/publications/55502/55502.pdf
- Swaminathan,I.(1986).Developing creativity in Young Children
- Chapter-3.The Role of Teacher in Fostering Creativity Hildebrandt, C. (1998). Creativity in Music and Early Childhood. Young Children, 53 (6), 68-74.
- Rayaprol, A. (2017). Gender equality in the classroom. Teacher Plus. Retrieved from http://www.teachersofindia.org/en/article/gender-equality-classroom
- IGNOU (2016). Play activities for preschoolers-1.Block-5. Unit 21, 22., Block-6.Unit 25, 26, 27, 28 Pica, R. (2009).Can movement promote creativity? Young Children, 64(4), 60-61.