Introduce and discuss the importance of the Movement and Music curriculum area in relation to facilitating creativity in young children
Movement and music are vital in the creativity development for young children in early childhood education. Rhythmic activities, dance and music exploration allows children to express themselves freely, build coordination and to have confidence in their abilities (Isbell & Akiko-Yoshizawa, 2016). They are designed to stimulate new thinking, allow children to play, improvise and experiment as part of creative thinking, a skill that is much needed in our world today. Also, movement and music contribute to the development of cognitition, social, and emotional development by providing children an opportunity to interact with peers, respond to different stimuli, gain a sense and sense of rhythm, and the develop sense of space (Howard & Mayesky, 2022). Therefore, this can bring movement and music to early childhood curricula resulting in better learning experiences for children and for a lifetime of creative skills development.
Identify the creativity theories and perspectives in the context of the Movement and Music topic and early childhood education
Several creativity theories and perspectives in movement and music contribute to supporting the role of movement and music in early childhood education. Sociocultural theory of Vygotsky stresses the idea of the role of social interactions and cultural experience in creativity, that is, children acquire creative skills in guided participation in music and movement activities (Isbell & Akiko-Yoshizawa, 2016). A central component of Piaget’s cognitive development theory is that exploration that occurs through sensory experiences are conducive to learning in musical and movement activities. According to Howard Gardner’s theory on multiple intelligences, children’s creativity in musical and bodily-kinesthetic intelligence is important (Howard & Mayesky, 2022
Detail resources, materials, and digital technologies that could be utilised by an early childhood teacher to engage children in the chosen Movement and Music curriculum area
For movement and music activities, early childhood educators have a handful of various resources, materials, and digital technologies to engage children. Tambourines, maracas and drums are instruments that allow children to play sounds and rhythms. Bursty movement activities that follow expressive dance and coordination include scarves, ribbons and parachutes. Musical exploration and performance (Mayesky, 2015) is supported by digital tools such as music app (e.g., GarageBand, Prodigy), interactive whiteboard, and video recording. Guided movement activities based on data generated by an online resource such as YouTube Kids, as well as information from wearable technology such as motion sensing bracelets, provide real time feedback on the movement patterns.
Provide 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 Movement and Music curriculum area.
At 0–2 years, infants play with simple rhythm by clapping hands, bouncing to music, or a response to lullabies with movement. Soft musical toys and tummy time activities with rhythmic tapping are the start of encouragement to explore for caregivers.
Toddlers (2-3 years): Such guided movement activities as action songs (such as if you’re happy and you know it) and playing with percussion instruments to create sound patterns are enjoyed.
3-5 years: California emphasizes dramatic movement storytelling (music and movement) to help preschoolers act out characters from 3 to 5 years old. Besides, they play group dance games such as freeze dance, which adds improvisation and self expression.
6-8 years: Older children find choreography through creating their own dance routines to favourite songs. Through the use of digital music-making apps, they experiment and subsequently develop their capacity to creatively work with others (Howard & Mayesky, 2022).
Include 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 Movement and Music curriculum area.
0-2 years: Infants are exposed to a multisensory experience, made up of a range of musical toys, such as fabric covered rattles, wooden shakers, and a soft drum, for 0-2 years out of this age group. Infants are encouraged to reach, grasp and shake instruments while caregivers respond to rhythmic cues in music (Mayesky, 2015).
2-3 years: Animal Movement Parade – Toddlers imitate animals by movement while playing instrumental music – 2-3 years For example, they turn their ears into elephants that stomp, imagine themselves as butterflies that flutter, or imagine they’re bunnies hopping. Their gross motor skills and imaginative expression are developed.
3-5 years: Storytelling through Dance – Preschoolers tell a story through dance; listening to a narrated story and dance to a background music. They can make movements of various characters, emotions, and events and thus improve their interpretation and creative ideas expression (Isbell & Akiko-Yoshizawa, 2016).
Include a critically reflection and evaluation on how your personal creative characteristics in this topic will enhance your teaching skills in facilitating creativity, creative thinking and innovation across the Movement and Music curriculum area in early childhood contexts
Critical Reflection and Evaluation My experience and the character of my teaching skills in creative movement and music is greatly heightened as a result of my own personal creative characteristics (adaptability, imagination and being enthusiastic of an artistic expression) Flexibility in the lesson planning can be embraced where I can cater to wide learning styles and interests, I am free to plan lessons where all the children will actively participate in movement and music activities. Also, my passion for creative expression creates a wonderful learning environment where children can feel comfortable to explore and take creative risks (Howard & Mayesky, 2022).
Moreover, use of digital tools like music composition applications and motion based learning games increases the accessibility as well as engages movement and music activities. Ultimately, encouraging creativity in movement and music does not just aid in children’s total development, but also nurtures the kind of abilities that are necessary for a lifetime of learning and innovation (Isbell & Akiko Yoshizawa, 2016).