one: Toddlers Master Everyday Activities ...
Articles From Early Childhood Journals Concerning Creativity
one: Toddlers Master Everyday Activities in Kindergarten: A
This article is about research conducted
among 2-year-old kindergarten kids on how they cope with various daily
activities as well as their knowledge and creativity as observed by the staff
from a gender perspective. The research study involved collecting data through
structured observation of a sample of 509 girls and 535 boys. The children
whose age ranged between 30 and 33 months observed for a three months period.
The “Alle Med” alias “Everyone Included” observation guideline material was
used to assessment. The results reveal gender disparities favoring girls. The
article further analyzes the results against a backdrop of gender-related
theory (Meland, Kaltvedt, & Reikerås, 2015).
The daily activities in the research
project (“The Stavanger Project-The Learning Child”,) constitute part of the
observation concerning social and emotional development. Pramling and Sheridan
(1999) described the day to day activities as routine situations. The everyday
activities contribute to the learning and development of children. The
situation for toddlers, in this case, is a matter of nurturing independence in
executing tasks creatively through self-knowledge, talents and abilities as
well as mastering common activities after being coached by teachers.
The research findings or ideas are
similar to several other previous theses presented by different scholars. They
all show that girls are more competent and intellectual than boys. Qualitative
studies revealed by (Eidevald 2009; Månsson 2000, 2011; Jonsdottir 2007;
Johansson and Emilson 2010) through interviews with kindergarten personnel
observed that girls and boys are attributed different properties and hence the
difference in values. Boys are described as physically active but need physical
contact and affection whereas girls are capable, independent and compliant.
Therefore teachers ought to cultivate creativity through different means
especially from young boys.
two: Creativity and Cultural Innovation in Early Childhood Education
This (2006) particular issue was inspired by a
symposium on young children’s music at a Society for Education, Music and
Psychology Research (SEMPRE) meeting in 2004 and a three-day workshop on
Cultural Education and Creativity held at the fifth Warwick International Early
Years Conference in 2005. There were fascinating presentations from very young
children on both occasions about their creative activities and culture.
Delegates made several general agreements following the events. First,
creativity and culture would be regarded as dynamic dimensions of children’s
activities which are socially constructed through interaction with the environment
and other people. Second, that there were links between cultural and creative
education that have significant implications for practice in the early years
The Robinson Report in the UK spells
everything to do with education, culture, and creativity. Crucial
recommendations included the following;
and other personnel should be trained to use materials and methods that will
help nurture the development of young people’s cultural understanding and
necessity for explicit recognition of creative and artistic education in school
and government policies for the entire curriculum.
for partnerships between outside agencies and schools to provide the creative
and cultural education that young children deserve and need.
The Robinson Report and its
recommendation paved the way for a series of publications and researches done
by educational researchers, practitioners and policy makers. ("Creativity
and Cultural Innovation in Early Childhood Education", 2016). Significant
steps have so far been widely made as far as early childhood creative and
cultural education is concerned. Partnerships between creative professionals,
schools, and outside agencies from all the areas in ICT, arts and sciences are
also happening through different initiatives. Other research ideas concerning
young children’s creative and cultural education are almost similar to the