CREATIVE ARTS, MUSIC, AND MOVEMENTS IN EARLY CHILDHOOD EDUCATION

Creative Arts, Music, and Movements

in Early Childhood Education
I. Creativity

Understanding Creativity

Definition of Creativity in Early Childhood Education:

In early childhood education, creativity refers to the natural ability of

young children to use their imagination, curiosity, and original thinking to
explore the world around them. It involves the process of generating
ideas, experimenting with materials and concepts, and expressing oneself
through various mediums, such as art, play, and storytelling. Creativity in
this context fosters a love for learning, problem-solving skills, and
emotional expression, laying the foundation for lifelong development.

Creativity as a Process or a Product in Early Childhood Education:

In early childhood education, creativity is both a process and a product.

As a process, it involves the child's exploration, experimentation, and
problem-solving to generate new ideas and solutions. Children engage in
imaginative play, express themselves through various art forms, and
engage in open-ended activities that nurture their creative thinking skills.
As a product, creativity is evident in the tangible outcomes of children's
creative efforts, such as artwork, stories, music, and innovative play
scenarios.

Obstacles to Creativity in Early Childhood Education:

 Home: Lack of exposure to diverse experiences and materials,

limited opportunities for creative play and expression, or parents
discouraging messy activities that may foster creativity.

 School: Rigid curriculum with limited emphasis on creative

expression, lack of time for unstructured play, excessive focus on
academic performance over creativity.

 Gender Roles: Stereotypes and societal expectations that may

limit certain forms of creative expression based on gender, such
as boys being discouraged from engaging in creative arts or girls
not encouraged to explore science and construction activities.

 Society, Culture, and Tradition: Cultural norms and traditions that

prioritize conformity over creative exploration, fear of failure, and
emphasis on predetermined paths for children.
CREATIVE ARTS, MUSIC, AND MOVEMENTS IN EARLY CHILDHOOD EDUCATION

Recommendations to Enhance Creativity in Early Childhood Education:

Time: Allocate dedicated time for unstructured play and creative

activities in the daily schedule.
Space: Create an environment that encourages exploration,
discovery, and imaginative play with open-ended materials and
resources.
Curriculum: Incorporate creative arts, storytelling, and imaginative
play into the curriculum to foster creative expression and problem-
solving skills.
Teaching Behaviors: Encourage and celebrate children's creative
efforts, providing positive feedback and acknowledging their
unique ideas and expressions.

Compare and Contrast Matrix on Creativity and Conformity:

Relationship Between Creativity and Intelligence:

Creativity and intelligence are related but distinct concepts. Intelligence

represents cognitive abilities, problem-solving skills, and the capacity to
acquire knowledge. Creativity, on the other hand, involves producing
valuable ideas. While intelligence can support creativity, creative thinking
often involves making connections between disparate ideas and thinking
beyond conventional boundaries, which are not solely dependent on
intelligence.

Multiple Intelligences and Their Relevance for Teachers of Young

Children:

HOWARD GARDNER: MULTIPLE INTELLIGENCES

Creativity consists of a constellation of nine different intelligences.
- created by Dr. Howard Gardner in 1983.
CREATIVE ARTS, MUSIC, AND MOVEMENTS IN EARLY CHILDHOOD EDUCATION

- Gardner’s theory places an emphasis on the idea that the

traditional understanding of intelligence by means of IQ testing is far too
limited.

WHAT IS INTELLIGENCE?
- as defined by Gardner, it is the ability to solve problems or
fashion products that are valuable in one or more cultural settings
- Each person may have different multiple intelligence.
- Even everyone can possess more than one of it as Gardner
divided the multiple intelligences into nine kinds

TYPES OF MULTIPLE INTELLIGENCE

1. Naturalistic
o Abilities to recognize plants and animals, to make
distinctions in the natural world, to understand systems
and define categories
o If you have strong naturalistic intelligence, you might learn
better by studying outside; learning in the presence of
plants & pets
o Relating environmental issues to topics
o Smelling, seeing touching, tasting
o Observing natural phenomenon

2. Bodily-kinesthetic
o ability to control body movements and handle objects
skillfully.
o These learners express themselves through movement;
have a good sense of balance eyehand coordination. (e.g.
ball play, balancing beams).
o Through interacting with the space around them, they are
able to remember and process information.
o If you have strong bodily-kinesthetic intelligence you might
learn better by: doing role plays, exercising while
reviewing, visiting museums, institutions, parks

3. Musical
o ability to produce and appreciate music.
o musically inclined learners think in sounds, rhythms and
patterns; immediately respond to music either appreciating
or criticizing what they hear.
o Many of these learners are extremely sensitive to
environmental sounds (e.g. crickets, bells, dripping taps).
o If you have strong musical intelligence, you might learn
better by: Listening to recordings, Talking to yourself,
Making up songs, Mentally repeating information, Reading
aloud, Changing tempo
CREATIVE ARTS, MUSIC, AND MOVEMENTS IN EARLY CHILDHOOD EDUCATION

4. Visual/Spatial
o ability to perceive the visual.
o learners tend to think in pictures and need to create vivid
mental images to retain information; enjoy looking at maps,
charts, pictures, videos, and movies.
o If you have strong visual intelligence, you might learn
better by; Studying pictures, watching videos, Using visual,
tangible aids, Doing mazes, puzzles, Making predictions,
Internet

5. Verbal-linguistic
o ability to use words and language
o learners have highly developed auditory skills and are
generally elegant speakers; think in words rather than
pictures.
o If you have strong linguistic intelligence, you might learn
better by; Reading, Memorizing, Playing word games
(Scrabble, Anagrams, Password), Using the internet

6. Logical-mathematical
o ability to use reason, logic and numbers
o learners think conceptually in logical and numerical
patterns making connections between pieces of
information; always curious about the world around them;
these learners ask lots of questions and like to do
experiments.
o If you have strong logical-mathematical intelligence, you
might learn better by; Recording information systematically,
Playing strategy games (Chess, Checkers), Analyzing
data, Asking logical questions, Using the internet

7. Interpersonal
o ability to relate and understand others.
o learners try to see things from other people's point of view
in order to understand how they think and feel.
o often have an uncanny ability to sense feelings, intentions
and motivations; great organizers.
o try to maintain peace in group settings and encourage co-
operation; use both verbal (e.g.speaking) and non-verbal
language (e.g. eye contact body language) to open
communication channels with others.
o If you have strong interpersonal intelligence, you might
learn better by: Studying in groups, Comparing
information with others, Interviewing experts, Relating
personal experiences, Doing cooperative projects
CREATIVE ARTS, MUSIC, AND MOVEMENTS IN EARLY CHILDHOOD EDUCATION

8. Intrapersonal
o ability to self-reflect and be aware of one's inner state of
being.
o learners try to understand their inner feelings, dreams,
relationships with others, and strengths and weaknesses.
o If you have strong intrapersonal intelligence, you might
learn better by; Avoiding distractions, Establishing personal
goals, Working alone, Relating personal experiences.

Activities
How Art Skills and Process Match Up with Multiple Intelligences
Relationship Between Creativity and Child Development

Creative Thinking

Discussing Creativity as a Function of the Brain:

In early childhood education, understanding how creativity functions in the
brain can help educators design effective strategies to foster and support
children's creative thinking. Some key points to discuss include:
 Neuroplasticity: The brain's ability to change and adapt through
experiences and learning, which is crucial for developing creative
thinking skills.
 Divergent thinking: Exploring the brain's capacity to generate
multiple solutions or ideas from a single prompt or problem, which
is a foundational aspect of creativity.
 The role of imagination: Understanding how the brain's
imaginative processes contribute to creative thinking and how
children can be encouraged to use their imagination.
 Brain regions involved in creativity: Exploring the brain regions
responsible for creative processing, such as the prefrontal cortex
and temporal lobes.

Discussing Environmental Conditions Supporting Creative Thinking:

 Safe and Supportive Environment: Creating an atmosphere where

children feel safe to express themselves without fear of judgment,
allowing their creativity to flourish.
 Freedom and Autonomy: Giving children choices and autonomy in
their learning experiences, enabling them to explore their interests
and passions.
CREATIVE ARTS, MUSIC, AND MOVEMENTS IN EARLY CHILDHOOD EDUCATION

 Open-Ended Materials: Providing diverse and open-ended

materials that encourage exploration, experimentation, and
imaginative play.
 Incorporating Nature: Utilizing natural settings and outdoor
activities to stimulate creativity and promote imaginative thinking.
 Art and Music: Integrating various forms of art and music to
stimulate creativity and emotional expression.

Strategies for Facilitating Young Children's Creative Thinking in the

Curriculum:

 Play-Based Learning: Structuring the curriculum around play-

based activities that allow children to explore and create freely.
 Storytelling: Encouraging storytelling and narrative-building
activities to develop imaginative thinking and language skills.
 Problem-Solving Challenges: Presenting children with open-ended
problems or challenges that require creative solutions.
 Collaborative Activities: Promoting collaboration among children to
inspire collective creativity and the exchange of ideas.
 Inquiry-Based Learning: Encouraging children to ask questions,
explore topics of interest, and find answers through hands-on
activities.

Activities:
Create and Demonstrate Activities for Creative Thinking in ECE
Conducting Classroom Activities with Appropriate Materials
(Maybe Technology-Based)

Note: Remember, the goal of fostering creativity in early childhood education is to provide an
enriching and supportive environment where children can freely explore their ideas, develop problem-
solving skills, and express themselves creatively.
CREATIVE ARTS, MUSIC, AND MOVEMENTS IN EARLY CHILDHOOD EDUCATION

II. Young Children as Artists: A Developmental View

Art and the Developing Child
Arts in Different Forms
Dance: body awareness, fundamentals of movement, creative expression,
multisensory integration
Drama: creative dramatics, pantomime, improvisation, characterization, play
production
Music: sound, pitch, rhythm, singing, playing instruments, playing musical
games, listening, creative movement.
Visual Arts: self-expression, visual and tactile art, print and craft media, analysis,
and interpretation.

WHY ARTS?
- To express themselves (outlet to express yourself)
- To communicate with others
- Enhance intellectual, social and emotional growth
- Allows exploration, experimentation, and self-awareness
- To discover our creative potential.

INTEGRATING ART INTO THE CURRICULUM

- Contributes to improving critical thinking, problem solving, and decision making.
- Influences and fosters higher order thinking skills (HOTS)
- Addresses and encourages multiple intelligences
- Broadens and enriches the child' potential as a productive member of society
- One of best sources for understanding other cultures.

VISUAL ART
Visual art plays a crucial role in early childhood education, as it fosters creativity, fine
motor skills, and cognitive development in young children. Incorporating visual art into
early childhood education programs can have a profound impact on a child's overall
development. Here's some content about the importance of visual art in early childhood
education:

1. Creative Expression:
Visual art provides young children with a means to express themselves creatively.
Through drawing, painting, and sculpting, children can communicate their thoughts,
CREATIVE ARTS, MUSIC, AND MOVEMENTS IN EARLY CHILDHOOD EDUCATION

feelings, and ideas that they may not yet have the vocabulary to express verbally. This
creative expression helps children develop a sense of identity and self-esteem.

2. Fine Motor Skills:

Engaging in activities like coloring, cutting, and manipulating art materials helps children
refine their fine motor skills. These activities require precision and coordination, which
are essential for tasks such as writing, tying shoelaces, and buttoning clothes.

3. Cognitive Development:
Visual art also stimulates cognitive development in young children. When they mix
colors, plan a composition, or experiment with different materials, they are engaging in
problem-solving and critical thinking. These processes help children develop their
cognitive abilities and enhance their spatial awareness.

4. Emotional Regulation:
Creating art can be a therapeutic outlet for children to manage their emotions. It provides
them with a safe space to process and express their feelings, whether it's happiness,
anger, sadness, or frustration. Art can serve as a tool for self-soothing and emotional
regulation.

5. Social Skills:
Art activities often involve collaboration and sharing. Children learn to take turns, share
materials, and work together on group projects, which promotes social interaction and
cooperation. These experiences lay the foundation for strong social skills.

6. Cultural Appreciation:
Exposure to visual art from various cultures exposes children to diversity and different
ways of expression. This broadens their cultural understanding and appreciation for
different perspectives, fostering tolerance and inclusivity.

7. Confidence Building:
Completing an art project, whether it's a simple drawing or a more complex creation,
gives children a sense of accomplishment and boosts their self-confidence. It teaches
them that with effort and practice, they can achieve their goals.

8. Sensorial Exploration:
Visual art encourages sensory exploration. Children use their sense of touch, sight, and
sometimes even smell and taste when working with different art materials. This
multisensory experience enhances their understanding of the world around them.

9. Documentation of Learning:
Artwork can serve as a form of documentation of a child's learning journey. Teachers and
parents can observe a child's progress, interests, and developmental milestones through
their art, providing valuable insights into their development.

10. Lifelong Appreciation for Art:

CREATIVE ARTS, MUSIC, AND MOVEMENTS IN EARLY CHILDHOOD EDUCATION

Early exposure to visual art can instill a lifelong appreciation for the arts. It can inspire
children to continue exploring and creating art throughout their lives, fostering a love for
culture and creativity.

Incorporating visual art into early childhood education programs not only supports the
development of essential skills but also nurtures a child's imagination and creativity,
laying a strong foundation for future learning and personal growth

INTEGRATING OF ARTS
- Key to bringing meaningful, appropriate and relevant global arts experiences to
children.
- Encourages and promotes acceptance of all people.

Activity: Children’s Artistic Development

III. Art and Aesthetics

Pre-Test
1.Artistic ability unfolds naturally, so it’s best to let children follow their own inclinations.
False (Artistic ability need to be train and learn techniques)
2. Producing art is an emotional rather than a cognitive process. False (Art can be
emotional and cognitive driven)
3. Any sensory experience is an art experience. False
4. Children need to produce artwork in solitude, so they do not copy peers’ work. False
(they copy but they modify; art is a social activity daw)
5. The purpose of school art projects is to celebrate
holidays or make gifts. False (because art is not commodity; craft – is just for
decorative purposes)

WHAT IS ART?
- Art is a natural activity to support this free play in children.
- Art allows youth to practice a wide range of skills

THE PLACE OF THE ARTS IN LEARNING

- A work of Art is an object that embodies meaning
- Viewer's and creator's meaning is different
- Arts has a touch of cultural context
- kung ano yung expose sa bata, yun ang tutulong sa kaniya magdevelop; arts are key in
growing their understandings of the world around them
- art recognizes as important to child's development
- arts enable the success in learning

SKILLS YOUTH WHEN PARTICIPATING IN ART ACTIVITIES

- Fine Motor Skills - grasping pencils; unti-unti iyong nadedevelop; writing; button coat
CREATIVE ARTS, MUSIC, AND MOVEMENTS IN EARLY CHILDHOOD EDUCATION

- Cognitive Development - cause & effect; critical thinking skills; they are thinking a
plan on how to do the art
- Math Skills - understanding of different concepts of shapes, countings
- Language Skills - presentation of their arts; listening and ask questions

6 WAYS TO INSPIRE CREATIVITY

- Prepare for a mess - okay lang kumalat
- Avoid giving direction - don't say what they will do and don't; it's up to them what they
want, explore
- Speak specifically about art - try to be precise on your compliment; specific remarks
not generic
- Explore your child's process - let them explain

THE BENEFITS OF ART FOR KIDS

- Educators – art encourages fine motor skills, neural development, and problem-solving
activities
- Therapists tell us that art is valuable
- Artists tell us that art is important for its own sake
- Kids tell us that art is fun, an activity they enjoy
- Parents tell us that art is vital to their families
1. Art promotes creativity. (they can think creatively)
2. Art encourages neural connections (art touches all senses; mixing colors)
3. Art builds fine motor skills.
4. Scribbling is a precursor to writing. (scribble to write)
5. Art develops problem-solving abilities (pag may napansin silang mali, they will find a
way to solve it)
6. Art helps kids understand themselves and their world. (they are processing the idea)
7. Art helps kids connect. (connect their ideas)

INVITING CHILDREN’S PARTICIPATION IN THE DRAMATIC ARTS

1. Creative drama is a learning tool for all children. TRUE
2.The teacher's role in dramatic play is not important. FALSE
3. Experiencing drama early helps children appreciate drama as an art form. TRUE
4. Instruction is not necessary for younger children to be successful with pantomime.
FALSE
5. Drama cannot easily be integrated throughout subject areas. FALSE

WHAT IS CREATIVE DRAMA?

- an improvisational, process-centered form of theatre in which participants are guided
by a leader to imaging, enact, and reflect on human experiences
- informal
- Improvisational - non-scripted and spontaneous (yung bata maglalabas ng sarili niyang
words)
- “Incorporating theatrical components and dramatic exploration into educational settings
to support the child's natural tendency to learn through play”
- a distinct discipline, art form, teaching tool and educational process for teaching and
CREATIVE ARTS, MUSIC, AND MOVEMENTS IN EARLY CHILDHOOD EDUCATION

learning.

BENEFITS
- Arts programs help build self-confidence (they will go out of their comfort zone)
- Drama and performing classes help improve communication skill, concentration, and
memory
- Social-emotional development
- Higher academic achievements (creative drama, critical thinking)
- It's super fun (enjoy = learning)'

4 MAIN TYPES OF DRAMA (ENACTMENT)

1. Dramatic and Socio Dramatic Play
- Socio-dramatic play is the most advanced form of play and constantly changes
- Can have props but it can exist with the child alone with his imagination
- Not applicable to preschool learners because they might have different ideas
- Imagination
- Features of Socio-dramatic Play
o developing roles
o creating their own storylines
o making up their own spoken lines (dialogue)
o interacting with each other
o directing each other in play
2. Informal drama
- invent and enact their own situations
- Pantomine and movement
3. Story or interpretative play or drama
- "Interpretative drama" that is based on the reenactment of familiar stories, poems
fables, or
original stories
- preschool
- Story telling
- Why should teachers us "story drama" in their classrooms?
o Story drama supports children’s understanding of story structure, etc.
4. Formal or Scripted drama
- most structured dramatic form
- includes a prepared script, used in practice production and viewed by an audience
- elaborate costumes, props and scenery
KINDS OF DRAMA
A. Dramatic Play
- uses the art of theater
- no memorization or script involved
- useful tool in developing higher thinking skills
- make-believe to act out situations
B. Pantomime
- art if telling story without speech
- "the art of silence"
- more on actions
CREATIVE ARTS, MUSIC, AND MOVEMENTS IN EARLY CHILDHOOD EDUCATION

- without words and just use facial expressions and gestures

 Dos
o Exaggerate facial expressions
o Show the size, weight, temperature, texture and shape of objects
o Plan the beginning, middle and end
o Show a conflict
o Convey you setting, character and circumstance
 Don't - Mouth words; Make noise; Use Props
C. Puppets
- Puppet are artificial figures whose movements are controlled
- non-threatening tool
- enables children to act out social situations and express feelings informally.
 Purposes
o Develops effective listening and looking skills
o Improve group cooperation
o Enhances feelings of security and confidence
o Maintains self-control
o Understand the subject content.
 Kinds of Puppets
o Hand Puppets - controlled by one hand
o Glove Puppet - fingered glove
o Rod Puppet - operated from below of the stage
o Finger Puppet - puppet variant which fits onto a single finger
o String or Marionettes Puppets - puppet with hinged body parts; controlled by 9
strings
o Stick Puppets - painted cardboard/paper cutouts attached by sticks; manipulated by
teacher
and student
o Shadow Puppets - made of cardboard which produce shadows on a white screen
D. Story Drama
- Enables children to interpret a story script using facial and vocal expression in a non-
staged performance
- re-enactment of familiar stories, poem
E. Readers Theatre
- adaptation of an existing literary work
- use their voices, facial expressions, and gestures
- scripts
 Benefits
o develop fluency through repeated exposure to text
o increase comprehension; integrate reading, writing, speaking, listening in an authentic
context
o engage students; increase reading motivation; create confidence
NATIONAL CORE STANDARDS - NARRATIVE DOCUMENTS
- Creating
o conceiving and developing new artistic ideas and work
o puppet show, story
o 3rd and 4th graders; they will create
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- Performing/Presenting/Producing
o assume roles
o Performing – dance, music, theatre – realizing artistic ideas and through interpretation
and presentation
o Presenting – visual arts – interpreting and sharing
o Producing – media arts – realizing and presenting
- Responding
o understanding and evaluating how the arts convey meaning
o pre-schoolers explore a weather unit by playing with clothing and props relevant
- Connecting
o relating artistic ideas and work with personal meaning and external context

Aesthetics
Discussing aesthetics and its importance in early childhood education is crucial as it
plays a significant role in children's development. Aesthetics refers to the study of
beauty, art, and sensory experiences. In the context of early childhood education,
aesthetics involves exposing young children to various art forms, encouraging their
creative expression, and fostering an appreciation for beauty and artistic experiences.

Importance of Aesthetics in Early Childhood Education:

 Emotional Development: Engaging with art and aesthetics helps children explore
and express their emotions in a non-verbal manner. Art can be a powerful tool for
children to communicate their feelings and experiences, fostering emotional
intelligence and self-awareness.
 Creativity and Imagination: Artistic experiences encourage children to think
creatively and use their imaginations. Through drawing, painting, music, and
other forms of art, children can envision new possibilities and explore their
unique ideas.
 Cognitive Skills: Exposure to art helps develop cognitive skills such as problem-
solving, critical thinking, and spatial reasoning. When children experiment with
different art materials and techniques, they learn to think critically about how to
achieve their artistic vision.
 Sensory Development: Engaging with various art forms stimulates children's
senses, enhancing their sensory development. This exposure to different
textures, colors, shapes, and sounds enriches their sensory experiences and
helps with sensory integration.
 Communication Skills: Art can be a form of language for children who may find it
challenging to express themselves verbally. By creating and discussing art,
children can improve their communication skills, vocabulary, and ability to convey
their thoughts and ideas.
 Cultural Understanding: Exploring different forms of art from various cultures
exposes children to diversity and fosters cultural understanding and empathy.

Children’s Understanding of Art as They Mature:

As children mature, their understanding of art and aesthetic experiences evolves.
In early childhood, art is primarily about exploration and sensory experiences. As they
grow older and gain more experiences, children start to develop a deeper appreciation
for art and its various forms. Some key changes in their understanding of art include:
CREATIVE ARTS, MUSIC, AND MOVEMENTS IN EARLY CHILDHOOD EDUCATION

 Symbolism and Representation: As children mature, they begin to use art to

represent objects, ideas, or experiences symbolically. They move from scribbles
and random marks to purposeful representations of objects and people.
 Aesthetic Preferences: With exposure to different art forms, children start
developing aesthetic preferences. They begin to appreciate certain styles, colors,
and compositions over others.
 Storytelling and Narrative: As children's language skills develop, they may use art
to tell stories and create narratives. Art becomes a means for them to express
complex thoughts and stories.
 Art as Communication: As children get older, they understand that art can be a
form of communication, and they may use it to express their emotions, ideas, and
opinions.
 Art Appreciation: With guidance and exposure to various art forms, children
develop a greater appreciation for art and artistic expressions in their culture and
beyond.

In summary, aesthetics and art play a significant role in early childhood

education, promoting emotional, cognitive, and sensory development. As children
mature, their understanding of art becomes more sophisticated, and they begin to use
art as a means of communication and self-expression. Nurturing a child's aesthetic
experiences can have a lasting positive impact on their overall development.

D. Providing Art Experiences

1. Child-Centered Art versus Teacher-Directed Projects
2. Planning, Implementing, and Evaluating Art
3. Integrating Art Across the Early Childhood Curriculum
4. The Art Center
E. Roles and Strategies
1. Roles, Responses, and Strategies to Support Children’s Art
2. Art Assessment
L5: ASSESSING THE CREATIVE PROCESSES AND PRODUCTS OF CHILDREN
PERFORMANCE ASSESSMENT
- aka alternative or authentic assessment
- kung paano ma-perform, or the output
- form of testing that requires students to perform a task rather than select an answer
from a readymade list
- process of discovering children’s knowledge etc.
- emphasizes not only what they know but also what they understand and can do.
PERFORMANCE/INFORMAL ASSESSMENT METHODS
1. Conference notes
- highlight student attitudes, preferences, judgments, and participation
- para mamonitor yung mga strength
2. Interview with children
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- include info gathered from individual or groups of children about the content and
process of their creative work
- dapat appropriate ang mga tanong
3. Documentation Panels
- provide evidence of learning that was achieved through the course of a major project
4. Anecdotal Records
- used to compare one child's progress with that of the typically developing child
- easy to use and quick to write
- allow to record qualitative info
- can help educators plan activities, experiences and interventions
- allows the educators to continue to work
5. Checklists, developmental profiles, or log
- demonstrate student understanding of creativity and the arts
- like going bird watching
- record what they have observed about individual
- quick and easy to use
6. Rubrics
- scoring tool that lists the criteria or 'what counts' for a piece of work
- heart of performance activities
- authentic assessment
- performance criteria
- 2 TYPES
o Analytic - isa-isa ang indicators ang gegradean (sa kinder)
o Holistic - kabuuan
7. Portfolios
- purposeful collection of student works that exhibits the student's effort, progress and
achievement in one or more areas
- observable evidences
- USES OF PORTFOLIOS
o Working portfolio - examples of daily work
o Show portfolio - selected samples of student's work; as the evidence
WHY WE NEED TO ASSESS?
- to know the milestones of the children
- identify and respond appropriately to individual children
- make instructional decisions to benefit the child
- evaluate program effectiveness

HOW CAN WE SAY THAT WE ARE USING APPROPRIATE ASSESSMENT?

- product-oriented
- involves concrete, hands-on experience
- recognizes the planning of curriculum as the main goal
- drives the curriculum
WHAT TO REMEMBER
- good observations use indirect observational data
- good observations accurately record verbal and nonverbal observable behavior of the
child.
- Good observations describe the context-the time, setting, circumstances, and
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behaviors of the other children

- Teacher observations should help teachers to plan and evaluate a developmentally
appropriate program

L6: TEACHER’S ROLES IN FOSTERING CREATIVE THOUGHT AND EXPRESSION

1. Children's feelings about themselves influence their ability to solve problems. TRUE
2. Teachers should study and adopt the one theory of learning that best suits their needs
and style. FALSE
3. Teachers should deal with all children in the same way. FALSE
4. Teachers should be the center of control in the early childhood classroom. FALSE

WHAT ARE THE TEACHER'S ROLE?

- offering children many opportunities to engage in creative endeavours
- decision-makers
- problem-solvers
- risk takers
TODDLER'S CONFLICTS
- conflict is something that can enhance children's social development
- Toddler's conflict is typically related to "possession of toys"
- WHAT DO TEACHERS DO WHEN CONFLICT ARISE?
o focus on what can be done
o (taking turns)
o children should think about the problem before going to the teacher
3 BASIC STYLES OF ADULT-CHILD INTERACTIONS
1. Autocratic
- traditional type of teaching
- what material and how it will be represented
- uses an unbending set of rules to maintain control
- fosters resentful, rebellious interactions; develops children who have difficulty with peer
interactions
- Autocratic teachers generally fosters students
2. Permissive
- more child-centered than autocratic
- inconsistent envi. with few or no limits place on children
- prepares the envi with choices and plenty of time for interactions
- kahit walang say ang teacher, may matututunan pa din yung mga bata
3. Democratic
- don't embarrass students
- students are empowered to be responsible for their own learning and actions
- teachers offer age-appropriate materials, encourage choice, have high expectations or
the students and respect their ideas
- believes that children need firm but reasonable limits
- may limits
- may say ang mga bata
WHAT TO REMEMBER?
- as long as you guide the child, they will grow; direct or indirect strategies
- teachers should study and adopt any theory of learning that best suits their needs and
CREATIVE ARTS, MUSIC, AND MOVEMENTS IN EARLY CHILDHOOD EDUCATION

style
- teachers should dealt with all children not in the same way
- should not be the center of control in the early childhood

Creative Experiences
3.1. Music and Movements
- Music is everywhere

WHAT IS MUSIC?
- music ignites all areas of child development
- music is present in a variety of social and educational activities
- music strengthens thinking skills
- music ignites our culture; it enlightens the emotions

THEORIES OF MUSICAL DEVELOPMENT

Jerome Bruner
- Enactive Stage - physical and music are intertwined
(Piaget - sensorimotor stage; Erikson – trust))
- Iconic Stage (1-6 years old) – objects and images to represent
ideas(preschool ages) (Piaget – imaginative;
Erikson – assert their autonomy)
- Symbolic Stage (7 and up) - abstract symbols to represent ideas;
(Piaget - school age children; Erikson – sense of industry)

HISTORY OF EARLY CHILDHOOD MUSIC EDUCATION

Jean Jacques Rousseau
- noblest work is to make a man to give reasons
- invented "every child" named Emile

Maria Montessori
- Philosophy in Education – Montessori
- applied her concept of the prepared environment to the child's
music education
- Advocated sound exploration activities
- education as scientific level
- Every child has musical ideas; children learn with music; or by
music; music specialist
20TH CENTURY
- Naipasok ang music sa e.c. education

Carl Orff
- Orff Approach – ideal music on children as that is never alone, it
is connected to dance or movements.
- It is not meaningful if it just the music. They should participate in
music
- Application of music
CREATIVE ARTS, MUSIC, AND MOVEMENTS IN EARLY CHILDHOOD EDUCATION

- Tell me, I forget. Show me, I remember. Involve me, I

understand.
- Storytelling with additional musical accompaniment

Zoltan Kodaly
- musical concepts beginning in early years
- promotes musical literacy
- to elevate musical teachers training

Shinichi Suzuki
- Suzuki's Mother Tongue Approach (builds with language
acquisition)
- children learn music with parental guidance

PRESENT
- educator takes an eclectic approach to music
- eclectic - teacher is the one who will decide on what method they
will use
- incorporate wide variety of instruments

3.1.1. The Role of Music and Movement

o Psychomotor Skills – develop all brain networks;
psychomotor skills by striking the keys on a toy
o Perceptual Skills – sensory perceptions of music
are not limited to the auditory channel
o Affective Skills – music evokes emotional
responses
o Cognitive Skills - they will learn more with
accompanied of music (e.g in counting);
understanding about music is a form of intelligence
o Social Skills - encourages participation, sharing and
cooperation
o Cultural Skills - familiarizes children with musical
heritage
o Aesthetic Skills - ask children questions (How does
the music make us feel? What do we
hear in the music?)

3.1.2. Developmental Stages of Musical Experiences

STAGES IN DEVELOPMENT OF MUSIC AND MOVEMENT
o Toddlers – distinguish sounds and imitate it, sing or hum; use
arms and legs as response to tempo
o Three-Years-Olds – rhythmic responses, mastery of song; move in
a more coordinated way
o Four-years-Olds – capable of learning basic musical concept, can
sing complete song; master new movements
CREATIVE ARTS, MUSIC, AND MOVEMENTS IN EARLY CHILDHOOD EDUCATION

o Five-Years-Olds – sense of pitch; more rhythmic, interpretative

quality
o Six, Seven, Eight-Years-Olds - sings in tune, sense of harmony is
emerging, learn to read song lyrics

3.1.3. Movement Vocabulary

Movement vocabulary in early childhood education refers to the
various types of movements that young children engage in to develop
their motor skills, coordination, and body awareness. These movements
are essential for their physical development and often play a crucial role
in their overall learning process. Here are the three types of movement
vocabulary commonly discussed in early childhood education:
Bilateral Movements:
Bilateral movements involve the use of both sides of the body
simultaneously or in a coordinated manner. These movements require the
coordination of both the left and right sides of the body and help children
develop balance, stability, and overall motor skills. Examples of bilateral
movements include crawling, walking, jumping with both feet, using both
hands together to manipulate objects like cutting with scissors or holding
a crayon.
Unilateral Movements:
Unilateral movements involve the use of one side of the body
independently of the other. These movements allow children to develop
strength and control in each side of their body separately. Examples of
unilateral movements include activities like kicking a ball with one foot,
throwing with one hand, or reaching for an object with a single hand.
Cross-Lateral Movements:
Cross-lateral movements involve crossing the body's midline,
meaning the imaginary line that runs from one side of the body to the
other. These movements encourage the integration of both brain
hemispheres and enhance neural connections. Cross-lateral movements
are crucial for various tasks, including reading, writing, and hand-eye
coordination. Examples of cross-lateral movements include activities like
crossing one arm over the body to touch the opposite knee or reaching
across the body to pick up objects.

In early childhood education, educators and caregivers often incorporate activities that
promote these different movement vocabularies to support children's physical development, spatial
awareness, and cognitive abilities. Play-based activities, outdoor games, and structured exercises
can all contribute to developing a child's movement vocabulary and lay the foundation for future
learning and motor skill development.

3.1.4. Developmentally Appropriate Musical Activities

Developmentally appropriate musical activities that focus on body
management skills, locomotion skills, and object-control skills can be
highly beneficial for young children's physical, cognitive, and emotional
development. Here are some specific examples of activities for each
category:
CREATIVE ARTS, MUSIC, AND MOVEMENTS IN EARLY CHILDHOOD EDUCATION

Body Management Skills - Dynamic Balance - Static Balance:

a. Freeze Dance: Play music and encourage children to dance
and move freely. When the music stops, they must freeze in a
balanced position, such as standing on one foot, striking a yoga pose, or
balancing on a beam. This activity helps develop dynamic and static
balance while having fun with music.
b. Balance Beam Challenge: Set up a low and safe balance beam
(e.g., a straight line on the floor or a wooden plank). Children take turns
walking, tiptoeing, or hopping along the beam while trying to maintain
their balance. You can play music to add excitement to the challenge.

Locomotion Skills:
a. Musical Obstacle Course: Create an obstacle course with
cones, hoops, tunnels, and other safe materials. Play music, and children
can navigate through the course using various locomotion skills,
such as running, skipping, jumping, and crawling.
b. Animal Movement Game: Play music and encourage children to
imitate the movements of different animals. For example, they can
gallop like a horse, hop like a frog, crawl like a bear, or slither like a
snake. This activity not only enhances locomotion skills but also
fosters creativity and imagination.

Object-Control Skills:
a. Rhythm Band: Provide children with simple musical instruments
like shakers, tambourines, or rhythm sticks. Play music and guide them in
creating different sounds and rhythms with the instruments. This
activity promotes object-control skills as they learn to handle the
instruments to produce desired sounds.
b. Scarf Toss and Catch: Give each child a lightweight scarf or
fabric. Play music and have them toss the scarf up in the air and try to
catch it. You can vary the height and speed of the toss to challenge their
object-control abilities.

Incorporating music into these movement activities not only makes them enjoyable
for children but also enhances their engagement and motivation to participate. Music stimulates
multiple areas of the brain and can positively impact various aspects of development, including
physical coordination, social interaction, and emotional expression. When planning these activities,
consider the individual needs and interests of the children, and always prioritize safety while
providing opportunities for exploration, creativity, and skill development.

HOW TO CREATE A MUSIC AND MOVEMENT PROGRAMS?

- Developmentally Appropriate - dapat akma sa kanilang level ang
mga activities
- Pleasurable - positive reaction to music
- Individual and Social - shildren should learn to participate with
others
- Integrated - music will be available all throughout the day
CREATIVE ARTS, MUSIC, AND MOVEMENTS IN EARLY CHILDHOOD EDUCATION

- A music program – achieve its goals when children learn to listen

appreciatively etc.

WAYS TO TEACH A NEW SONG

1. Play the song in background before introducing it
2. Teach children, chorus first while you sing verses
3. sing with a recording, and tell children to join in singing portions
4. Used line poster

WHAT MUSIC CHILDREN PREFER?

- Well balanced program contains many different music
- Have dominant rhythm patterns, repetition, and nonsense
syllables
- evoke a mood (calm, lively)
- emphasize enjoyment
- suggest enactment and movement
- tell a story

PRESENTING MUSICAL MATERIALS AND EXPERIENCES

- Use your voice
- Use recorded music
- Use simple instruments (Rhythm, Melody, Harmony)
- Talk with children about their music
- Lullabies
- Folk songs
- Nursery rhymes

WAYS TO USE MUSIC AND DANCE IN CLASSROOM

- Begin, Greet, Create warm atmosphere, Establish mood
- Ease transitions
- Link arts with other subjects
- Mark special events
- Establish social solidarity

TEACHER’S ROLES AND RESPONSIBILITIES

- Motivator - teachers should motivate children to love music;
include a concrete object, provoking question; provide simple rhythm
band instruments
- Planner - prepare; music should be in a working order; children
should be seated comfortably where they all see the teacher; Pacing –
alternates of listening acts and movements; Variety – give children
chance to explore
- Co-participant - teachers should enjoy music with children rather
than perform for them
- Observer – observe the children with their performance

MUSIC IN OTHER SUBJECT AREAS

CREATIVE ARTS, MUSIC, AND MOVEMENTS IN EARLY CHILDHOOD EDUCATION

- Musical Sets
- Sounds of Nature - math
- Sound Quality
- Language, Literature, and Literacy
o song parodies
o Musical storytelling

Activities: Demonstration
Integration of Music and Movement into the Subject Areas