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

How to integrate creativity, play, and the arts into the early childhood curriculum.
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.

For courses in Creative Arts and Expression, Curriculum, and Play in Early Childhood Education.

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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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