Creative Activities and Curriculum for Young Children,
12th Edition

PART I: Creativity, Aesthetics, Art, and Development.
1. Creativity: Theories, Definition and Importance in the Early Childhood Environment.
2. Aesthetics: Theories, Definition and Importance in the Early Childhood Environment.
3. Arts and Physical-Cognitive Development.
4. Arts and Creative Development.
5. Arts and Social-Emotional Development.
PART II: Considerations for Art and Creativity in Early Childhood Program Development—Curriculum, Goals, Strategies and Materials.
6. Foundations of Creative Activities.
7. Foundations of Creative Environments.
8. Play and Creativity.
9. Technology and Creativity.
10. Creativity and Program Basics.
PART III: Creative Activities Integrated Throughout the Early Childhood Environment.
11. Two-Dimensional Activities.
12. Three-Dimensional Activities.
13. Performance Activities: Dramatic Play, Music and Movement.
14. Creative Language Experiences.
15. Creative Science.
16. Creative Mathematics.
17. Creative Social Studies.
APPENDICES.
A. Gross- and Fine-Motor Skills.
B. Language Development Objectives and Activities for Infants and Toddlers.
C. Art Talk Summary.
D. Exhibitions and Displays.
E. Recycled Materials.
Glossary.
Index.

• Mary Mayesky

  Mary Mayesky, Ph.D., is a certified preschool, elementary and secondary teacher. She is a former professor in the Program in Education at Duke University, former director of the Early Childhood Certification Program and supervisor of student teachers. She has served as assistant director for programs in the Office of Day Services, Department of Human Resources, State of North Carolina. She is also the former principal of the Mary E. Phillips Magnet School in Raleigh, North Carolina, the first licensed extended day magnet in the Southeast. She has served several terms on the North Carolina Day Care Commission and on the Wake County School Board. Dr. Mayesky has worked in Head Start, child care, kindergarten and YWCA early childhood programs and has taught kindergarten through eighth grade in the public schools. She has written extensively for professional journals and for general-circulation magazines in the areas of child development and curriculum design. She is a member of Phi Beta Kappa and was named Woman of the Year in Education by the North Carolina Academy of the YWCA. Her other honors include being named Outstanding Young Educator by the Duke University Research Council, receiving the American Association of School Administrators Research Award and being nominated for the Duke University Alumni Distinguished Undergraduate Teaching Award.

• Rebecca Howard

  Rebecca Howard, Ph.D., is an early childhood consultant, professional development trainer and university instructor. She holds a Ph.D. in educational leadership and an M.A. in Theater, is a member of Phi Kappa Phi and is a faculty member at Miami University in Oxford, Ohio, where she has held a variety of teaching and advising positions since 2000 in teacher education, educational leadership, interdisciplinary studies and theater. She founded the Oxford Early Childhood Center in 1986, and she was owner/administrator and lead teacher until the program closed in 2014. While operating OECC, she created the OECC Integrated Curriculum, which was grounded in creativity and culturally responsive practice as foundational pedagogical components of a comprehensive approach to development across domains. She has presented at numerous professional conferences, published articles for Childhood Education and Journal of Dramatic Theory and Criticism, authored a chapter on dramatic play and gender performance in the book Children Under Construction: Play as Curriculum (2010), and co-edited an anthology of plays titled Footpaths and Bridges: Voices from the Native American Women Playwrights Archive (2008). She resides in Oxford, where she is a member of the local school board and works with local non-profits, advocating for childhood literacy and the arts.

• The authors have completely reorganized the content, creating a more logical and effective sequence of topics that builds from fundamental theory to practical applications.

• The new edition features revised and extended content reflecting current best practices for culturally responsive environments, activities and approaches. This includes better-integrated considerations for accommodations and adaptations of activities and experiences for children with special needs or non-typical development.

• Reflecting ongoing advances in education as a profession and society in general, the text includes revised and updated content regarding the use of digital technologies in early childhood environments.

• Included at the end of most chapters, lists of picture books offer helpful ways to provide inspiration, connection and engagement with creative and aesthetic development, arts experiences in various formats and media and arts activities.

• The Twelfth Edition includes new and expanded content related to the arts, with greater integration of experiences from both visual arts and performance arts.

• Every chapter includes a number of engaging learning activities designed for preschool to Grade 3, as well as grades 4 and 5. In addition, the text provides helpful information and recommendations on activities for infants and toddlers.

• Learning Objectives at the beginning of each chapter correlate with main chapter headings and show readers what they need to know to process and understand the information in the chapter. Learning Objectives are also integrated into each end-of-chapter Summary, so readers can more readily demonstrate how they can use and apply the knowledge and skills that they just learned.

• TeachSource Video features introduce videos that help students relate key chapter content to real-life scenarios, while accompanying critical thinking questions provide valuable opportunities for reflection and discussion.

• Part One provides the theoretical basis for understanding the development of creativity and aesthetics, as well as exploring the importance of creative experiences for enhancing development in specific domains. Part Two lays the groundwork for translating theory into practice, with considerations for setting up environments and making connections with classroom activities. Part Three offers a wealth of ideas and considerations for practical application of creative arts experiences and activities across domains. Each part opens with reflective questions that link together the chapters in the section.

• While grounded in theory, this text takes a practical, child-centered approach to creative expression and development, providing a wide variety of classroom-tested activities for infants and children through Grade 5.

• The book is appropriate for states with K-5 or pre-K-5 early childhood certification, as well as programs serving children from infants and toddlers through school age.

• Most chapters include activities for preschool to grade 3, and grades 4 to 5, as well as connections with picture books that reflect and support the chapter content.

Cengage provides a range of supplements that are updated in coordination with the main title selection. For more information about these supplements, contact your Learning Consultant.

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