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creativity - Coggle Diagram

- - - - playing, co-learning, careful observations
  - - - reconstruct knowledge so meaningful in own terms
      - learning made real trhough first hand experience
  - - - learner considerate
        
        environemtnt relevant to leaner and one they can easily take ownership of
        
        'home corner' in a nursery / giving choice of different activities they enjoy then asking to choose
        
        provide a context in which creative work can take place
      - learner-inclusive approaches
        
        passing back of control to learner. encouraged to come up woth own ideas and contributions
        
        involved in planning and setting. and how engage with it / generating own ideas
        
        more in control of learning
        
        weaknesses
        
        tension between adults priorities of meeting the curriculum and goals and balance of being able to give chidlren control
        
        such as childrens safety
        
        also important in creativity and that children should be involved in risk assessments
- - - - shared aspects- need for crreativity in learners and that needed to be included in curriculum policys
    - - overacademic curriculum demotivating
      - ensuring school leavers felixible and imaginitative to support economic competitiveness
    - - scotland continue developing thinking and promoting creativity across all curriculums
  - - - observe what they are interest in exploring then procide expereinces that enable them to find out for themselve
      - encourage a 'can do' attitude that can do anything
- - - - "fostering childrens creativity is giving them sufficetn time to think"
      - telling children in advance what they are going to learn to all them time to have ideas about them
    - - observing practicioners in action and discussing on terms of creativity. "peer coaching" (NUT,2003
      - watching videos or listening to audios and generating discussion
    - - news paprers, home reading diary
    - - motivation to be creative
      - clear curriculum and time struture and creation of new routines
      - providing environment where can beyond expectations and rewarded
      - encouraging exploring alternative ways of being and doing celebrating where appropriate
      - allow time to foster own ideas
  - - - making art materials avaliable
      - providing natural materials
      - well chosen digital activities
      - facilitatinf inclusive environment
    - - facilitating
        
        addition adult helps it run smoothly, such as preparing materials etc in advance
      - preventing
        
        from a problem arising and enable activity to continue successfully
      - reparining
        
        soring out arguments of those with competing views