CLD 215 Lecture Notes - Lecture 1: Convergent Thinking

• School: Ryerson University
• Department: Early Childhood Studies
• Course: CLD 215
• Professor: cherrychan

Document Summary

Educators can begin to encourage creativity in children by primarily identifying within themselves. Tryout new ideas and different ways of doing things. Take things apart and put them back together in different ways. Solve problems or try to figure things out. Ask questions or challenge accepted ways of thinking or acting (cid:862)creati(cid:448)it(cid:455) is possi(cid:271)le i(cid:374) all areas of hu(cid:373)a(cid:374) a(cid:272)ti(cid:448)it(cid:455), a(cid:374)d it dra(cid:449)s fro(cid:373) all areas of human i(cid:374)tellige(cid:374)(cid:272)e(cid:863) Low creativity high intelligence: high attention spans, devoted to achieving, high self-condifence, u(cid:374)likel(cid:455) to e(cid:374)gage i(cid:374) (cid:862)disrupti(cid:448)e (cid:271)eha(cid:448)iours, well-liked by teachers. Low creativity low intelligence: does not appear to understand school, passive. High creativity high intelligence: flexible, serious and playful in different situations, adaptive to learning environments, confident, high attention spans in certain tasks, e(cid:374)gage i(cid:374) (cid:862)disrupti(cid:448)e(cid:863) (cid:271)eha(cid:448)iours. Still, artistic processing should be at the heart of early (cid:272)hildhood art a(cid:272)ti(cid:448)ities(cid:863)