The importance of the Humanities and social sciences curriculum area in relation to facilitating creativity in young children
The Humanities and Social Sciences (HASS) curriculum promotes young children’s exploration of identify, culture, community, place, and time. Children learn to ask questions, imagine new perspectives, begin to see the world, and share their understanding of the world through stories, dramatic play, art and discussion (Howard and Mayesky, 2022). Child engage the concepts of HASS and represent creatively through thinking and communication and gradually build empathy, social awareness. Because children learn through these creative processes, they get the opportunity to explore the world around them and their place in it, which then lays the foundation for life time citizenship and ethical reasoning (Isbell & Yoshizawa, 2016).
The creativity theories and perspectives in the context of the Humanities and social sciences topic and early childhood education
The theory of HASS is grounded on the sociocultural theories of creativity such as Vygotsky’s idea on the social interaction and cultural tools for making knowledge. Shared dialogue, narratives and collaborative inquiry co create understanding among children (Connor & Toper, 2015). Piaget’s support for the constructivist view leads to the idea that hands-on exploration and personal meaning making through play is important. The environment that allows for children’s voices to be heard and a place for imaginative exploration supports creativity, notes Isbell and Yoshizawa (2016).
Resources, materials, and digital technologies that could be utilised by an early childhood teacher to engage children in the chosen Humanities and social sciences curriculum area
Resource of HASS has tried to engage children through maps, story books, dolls from around the world, puppets, family and community artifacts, photo cards. These tools were used to work on creative storytelling and exploring culturally inspired ideas in the projects. Mayesky (2015) notes that such dramatic play also includes using real and recycled props that mimic real social settings within the child’s life. Particularly for storytelling and interviews, this can be done in tablets and voice recorders.
Examples of learning experiences for 0-2 years, 2-3 years, 3-5 years, and 6-8 years that early childhood teachers could use to develop young children’s creativity in the Humanities and social sciences curriculum area.
0–2 years Family photo cards and items familiar to the child are used in sensory play for 0–2 years to build identity and emotional connection. People and routines at home start to be recognised by infants.
2–3 years: Toddlers do dramatic play for 2–3 years, such as ‘home corner’ sets where they role play everyday routines, and develop very basic social understanding.
3–5 years :Children in 3–5 years can make class family trees or map of where they live with drawings and loose parts, talking about community and place.
6-8 Years: Projects that are suitable for educators for 6–8 years include such as interviewing elders, making time capsules or storytelling about historical figures. Through these experiences, empathy, identity formation and creative thought are formed within the social and cultural context (Howard & Mayesky, 2022; Connor & Toper, 2015).
Three (3) original creative learning opportunities for young children (1 x 0-2 years, 1 x 2-3 years, 1 x 3-5 years) that early childhood teachers could use to develop young children’s creativity in the Humanities and social sciences curriculum area.
0–2 years :“Me and My World” Basket for 0–2 years. There is a basket of mirrors, family photos, soft multicultural dolls and sensory fabrics for infants to explore. Gentle naming, singing and story telling engages educators in the early years to help infants to become aware of themselves and build relationships.
2–3 years: "Market Day" Dramatic Play. In the pretend marketplace fruit, baskets, bags, and toy money are used by toddlers. They buy, they sell, they share, play bought-ing, sale-ing, sharing, including and avoiding roles, preceding and following relationships within the community.
3–5 years: "Our Place Map Project". A collaborative map of the children’s homes, parks, and special places is drawn using recycled materials by the children. They talk about each place while presenting their map to the group. HASS learning is supported by these open ended experiences through creativity, belonging, and understanding of the world with play, shared physical engagement in Isbell and Yoshizawa.2, Mayesky (2015).
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critical reflection and evaluation
These personal creative traits — such as curiosity, empathy, passion for storytelling — are what I use to make Humanities and Social Sciences teaching something inspiring to cultivate in young minds. In HASS, I look at it from an inquiry perspective, asking the children to ask questions of the world around them, as well as to express those questions through role play, mapping and collaborative storytelling. I create inclusive, and child centered environments that support the view of the diverse cultural perspectives and through the dialogue and exploration foster creativity (Isbell & Yoshizawa, 2016). Howard and Mayesky (2022) suggest that creativity in social studies leads children to have flexible thinking and empathy. Reflection helps me adapting learning experiences so that it retains its sense meanigfulness and resilience. Creativity is first and foremost a skill, but I also consider it a way of looking at the world and of seeing it: open to it, embracing of it, respecting it, and so filled with wonder. Working with these dispositions improves my teaching practice as it allows me to demonstrate and instill other children to envision a more connected, more compassionate world through the Humanities and Social Sciences.