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• Title:Creative thinking and arts-based learning : preschool through fourth grade / Joan Packer Isenberg, George Mason University, Emerita ; Mary Renck Jalongo, Indiana University of Pennsylvania, Emerita.
  
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• Author/Creator:Isenberg, Joan P., 1941- author.
  
• Other Contributors/Collections:Jalongo, Mary Renck, author.
  
• Published/Created:NY, NY : Pearson, [2018]
  

• Holdings

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  • Location:EDUCATION LIBRARY stacksWhere is this?
    
  • Call Number: LB1139.35.A37 I86 2018
    
  • Number of Items:1
    
  • Status:Available
    

   
• Library of Congress Subjects:Early childhood education--Activity programs.
  Creative activities and seat work.
  
• Edition:Seventh edition.
  
• Description:xxi, 490 pages : color illustrations ; 26 cm
  
• Summary:With an emphasis on thinking creatively and being resourceful as keys to surviving and thriving in today's society, this evidence-based book provides practical ways for teachers to promote creativity, play, art, music/movement/dance, and drama for all children. It contains many authentic activities and examples to support children's learning in the arts and content areas. The book examines the teacher's role from a philosophical, pedagogical, and curricular stance by addressing key components, including the classroom environment, materials and resources, child guidance, assessment, technology applications, and culturally responsive teaching. Practical, readable, and illustrative features and discussions include Snapshots of Classrooms, Teachers' Reflections, Frequently Asked Questions, Meeting Standards guidelines, Differentiating Instruction and Making Adaptations for Diverse Learners, and Integrating the Curriculum. Also included in 7th edition are samples of children's work, how to how to use cooking as a creative activity, and using nature as a critical learning tool. The Enhanced Pearson eText version features new videos, Check Your Understanding quizzes, and Chapter quizzes. -- Provided by publisher.
  
• Notes:Includes bibliographical references and index.
  
• ISBN:9780134461120 paperback
  0134461126 paperback
  9780134290065 text with access code
  0134290062 text with access code
  
• Contents:Machine generated contents note: ch. 1 Understanding Children's Creative Thought and Expression
  Snapshots of Creativity
  Defining Creative Thought
  Theoretical and Research Base: Social Capital Theory
  Teachers' Reflections on Creativity
  How Children Think and Develop Creatively
  Current Children's Books and Creative Thinking
  Developmental Sequence for Children's Creative Growth
  Integrating the Curriculum: Using Graphic Organizers
  What Is a Graphic Organizer?
  Why Use Graphic Organizers?
  Why Are Graphic Organizers Particularly Suitable for Children with Special Needs?
  Teachers' Roles: Promoting Creativity
  Technology Tie-In Using Wikis and Blogs to Promote Children's Creativity
  Differentiating Instruction: Accommodations for Diverse Learners
  Tips to Support Creativity in an Inclusive Classroom
  There's an App for That: Using Web 2.0 Tools to Support Creative Thinking
  Specific Suggestions
  Meeting Standards for Creative Activities
  Conclusion
  Frequently Asked Questions About Creativity
  Summary
  ch. 2 Supporting Children's Play, Games, and Creativity
  Snapshots of Play, Games, and Creativity
  Theoretical and Research Base: What Is Play?
  Characteristics of Play
  Changing Views of Play in the Curriculum
  Theories of Play
  Play, Developmentally Appropriate Practice, and the Creative Arts
  Teachers' Reflections on Play, Games, and Creativity
  How Children Learn Through Play
  Play and Cognitive Development
  Play and Language Development
  Play and Literacy Development
  Play and Social and Emotional Development
  Play and Physical Development
  Play as Physical Activity
  Benefits of Physical Activity
  Integrating Physical Activity in Your Classroom
  Play and Creative Development
  Current Children's Books about Play, Games, and Creativity
  Developmental Sequence for Types of Play
  Development of Cognitive Play
  Functional Play
  Symbolic Play
  Symbolic Play Across Ages
  Constructive Play
  Games with Rules
  Development of Social Play
  Teachers' Roles: Supporting Children's Play, Games, and Creativity
  Why Should Teachers Support Children's Play?
  When Should Teachers Support Children's Play?
  What are Teachers' Roles in Children's Play?
  Integrating The Curriculum: Using Games
  What Is a Game?
  Why Use Games?
  Why are Games Suitable for Children with Special Needs?
  Technology Tie-In Supporting Play and Creativity with Digital Interactives
  Differentiating Instruction: Accommodations for Diverse Learners
  Tips for Supporting Play in an Inclusive Classroom
  There's an App for That: Using Web 2.0 Tools to Support Children's Creative Thinking
  Tools to Support Play, Games, and Creativity: Specific Suggestions for Diverse Learners
  Meeting Standards Through Play, Games, and Creativity
  Conclusion
  Frequently Asked Questions About Play, Games, and Inventions
  Summary
  ch. 3 Promoting Children's Art
  Snapshots of Children's Art
  Defining the Visual Arts
  Theoretical and Research Base: Art as a Language and the Schools of Reggio Emilia
  Teachers' Reflections on the Visual Arts
  How Children Learn and Develop Through Art
  Current Children's Books about the Visual Arts
  Developmental Sequence for Children's Art
  Teachers' Roles: Supporting Children's Art
  Emphasize Process as well as Product
  Value Originality Rather Than Conformity
  Allow Children to Retain Ownership
  Develop the Child's Appreciation for Mixtures and Balances
  Use Technology to Support Learning in the Visual Arts
  Provide a Safe and Healthy Environment
  Establish Rules and Limits
  Select Appropriate Materials and Demonstrate Skills Effectively
  Technology Tie-In Using Interactive Whiteboards
  Evaluate Materials and Experiences
  Respond Appropriately to Children's Art
  Locating Resources and Storing Materials
  Displaying Children's Art
  Talking About Art
  Integrating the Arts: Using Artifacts
  What Is an Artifact?
  Why Use Artifacts?
  Why Is The Study of Art and Artifacts Particularly Appropriate for Children with Special Needs?
  Differentiating Instruction: Accommodations for Diverse Learners
  Tips for Art in an Inclusive Classroom
  There's an App for That: Using Web 2.0 Tools to Support Children's Art
  Specific Suggestions
  Meeting Standards for the Arts
  Conclusion
  Frequently Asked Questions About Art in the Curriculum
  Summary
  ch. 4 Engaging Children In Music, Movement, and Dance
  Snapshots of Music, Movement, and Dance
  Defining Music, Movement, and Dance
  Theoretical and Research Base: Neuroscience, Cognitive Psychology, and Music and Movement
  Teachers' Reflections on Music, Movement, and Dance
  How Children Learn and Develop Through Music, Movement, and Dance
  Psychomotor Development
  Perceptual Skills
  Cognitive Skills
  Multicultural Development
  Teachers' Roles: Engaging Children in Music, Movement, and Dance
  There's an App for That: Using Web 2.0 Tools for Music
  Address Performance Concerns
  Expand Opportunities
  Ask Good Questions
  Prepare Effectively
  Sing Together
  Celebrate Diversity
  Encourage Improvisation
  Integrating The Curriculum: Using Song Picture Books
  What Is a Song Picture Book?
  Why Use Song Picture Books?
  Why are Song Picture Books Particularly Appropriate for Children with Special Needs?
  Current Children's Books About Music and Dance
  Technology Tie-In Using the Nintendo Wii as a Resource for Physical Activity
  Differentiating Instruction: Accommodations for Diverse Learners
  Music and Movement Tips for an Inclusive Classroom
  Specific Suggestions
  Meeting Standards for Music, Movement, and Dance
  Conclusion
  Frequently Asked Questions About Music, Movement, and Dance
  Summary
  ch. 5 Exploring Drama
  Snapshots of Classroom Drama
  Theoretical and Research Base: Drama
  Role of Classroom Drama
  Forms of Drama
  Teachers' Reflections on Classroom Drama
  How Children Learn Through Drama
  Current Children's Books Related to Drama
  Strategies for Teaching Drama to Children
  Dramatic and Sociodramatic Play
  Prop Boxes
  Dramatic Play Center
  Story Play
  Guiding Story Play in the Curriculum
  Pantomime
  Puppets
  Story Dramatization
  Readers' Theater
  Readers' Theater for Preschool and Kindergarten
  Readers' Theater for First and Second Grades
  Readers' Theater for Third and Fourth Grades
  Integrating the Curriculum: Using Tableau
  What is Tableau?
  Why Use Tableau?
  How to Implement Tableau
  Teachers' Roles: Supporting Drama
  Drama and Technology
  There's an App for That: Using Web 2.0 Tools for Drama
  Technology Tie-In Using Voki to Create an Avatar
  What Is Voki?
  What Are Voki's Benefits for Drama?
  What Are Appropriate Uses of Voki in the Classroom?
  Differentiating Instruction: Accommodations for Diverse Learners
  Tips for Differentiating Drama Instruction
  Specific Suggestions for Diverse Learners
  Meeting Standards Through Drama
  Conclusion
  Frequently Asked Questions About Classroom Drama
  Summary
  ch. 6 Fostering Creative Thinking and Arts-Based Learning
  Snapshots of Fostering Creative Thinking and Arts-Based Learning
  Theoretical and Research Base: Fostering Creative Expression
  Cognitive-Developmental Theory
  Sociocultural Theory
  Humanistic Theory
  Behavioral Theory
  Social-Learning Theory
  Eclectic Theoretical Approach
  Teachers' Reflections: Encouraging Creative Thought
  Teachers' Roles: Fostering Creative Thinking and Arts-Based Learning
  Promoting Creative Thinking
  Encouraging Prosocial Behavior
  Understanding Children's Conflicts
  Tips for Teaching Conflict Resolution
  Adult-Child Interactions
  Autocratic Interactions
  Permissive Interactions
  Democratic Interactions
  Strategies That Invite Creative Thinking and Arts-Based Learning
  Inquiry-Based Learning
  Guided Play
  Projects
  Differentiating Creative Arts Instruction: Accommodations for Diverse Learners
  Tips for All Diverse Learners
  Tips for Specific Diverse Learners
  Meeting Standards Through Creative Experiences
  Conclusion
  Frequently Asked Questions About Fostering Creative Thinking and Arts-Based Learning
  Summary
  ch. 7 Assessing the Creative Processes and Products of Children
  Snapshots of Assessment
  Defining Performance Assessment
  Theoretical and Research Base: Identification of Talent and Giftedness
  Teachers' Reflections: on Assessment
  Why, What, and How of Assessment
  Why Assess: Identifying the Purpose
  What to Assess: Finding a Focus
  How to Assess: Selecting the Approach
  Current Children's Books and Role Models of Creativity
  Teachers' Roles: Assessment
  Observe and Communicate
  Ask Good Questions
  Document Children's Work
  Technology Tie-In Using F-Portfolios of Children's Work
  There's an App for That: Using Web 2.0 Tools to Help Teachers Document Student Work
  Meeting Standards for Assessment in the Arts
  Conclusion
  Frequently Asked Questions About Assessment
  Summary
  ch. 8 Appreciating Children's Creative Work in Diverse Families and Communities
  Classroom Snapshots of Culture, Family, and the Arts
  Defining Cultural Perspectives on Creativity and the Arts
  Influence of Families and Communities on Children's Creativity
  Theoretical and Research Base: Multiple Intelligences
  Contents note continued: Integrating the Curriculum: Multiple Intelligences Theory
  Teachers' Reflections on Creativity, Families, and Communities
  Current Children's Books About Diverse Families
  Teachers' Roles: Working with Diverse Families and Communities
  There's an App for That: Using Web 2.0 Tools to Promote Family Unity
  Meeting Multicultural Education Standards Through The Arts
  Conclusion
  Frequently Asked Questions About Creativity and Diverse Families and Communities
  Summary
  ch. 9 Designing Creative Learning Environments
  Snapshots of Creative Learning Environments
  Theoretical And Research Base: Creative Learning Environments
  Bronfenbrenner
  Montessori
  Malaguzzi and Reggio Emilia Schools
  Vygotsky
  Elements of Creative Learning Environments
  Climate
  Relationships
  Space
  Time
  Teachers' Reflections On Classroom Environments
  Indoor Environments That Foster Creativity and Arts-Based Learning
  Room Arrangement
  Arts-Based Centers
  Arts-Based Centers for Different Age Levels
  Managing Arts-Based Centers
  Creating Arts-Based Centers
  Outdoor Environments That Foster Creativity and Arts-Based Learning
  Features of Creative Outdoor Environments
  Nature
  Equipment and Materials
  Safety and Supervision
  Creative Outdoor Spaces for Children of Different Ages and Abilities
  Infant to Toddler Years
  Preschool to Kindergarten Years
  First Grade to Fourth Grade
  Teachers' Roles: Designing a Creative Environment
  Adapting Creative Environments for Diverse Learners
  Tips for Modifying the Indoor Physical Environment to Support Diverse Learners
  Adaptations for Children with Physical Disabilities
  Adaptations for Children with Hearing Impairments
  Adaptations for Children with Visual Impairments
  Tips for Modifying Specific Centers for Diverse Learners
  Art Center
  Literacy and Writing Centers
  Math/Science Center
  Technology Center
  Tips for Modifying the Outdoor Environment to Support Diverse Learners
  Adaptations for Children with Physical Challenges
  Adaptations for Children with Visual or Hearing Impairments
  Adaptations for Children with Diverse Cognitive Needs
  Meeting Standards for Creative Environments
  Frequently Asked Questions About Creative Environments
  Conclusion
  Summary
  ch. 10 Using Creative Materials and Resources Effectively
  Snapshots of Using Creative Materials
  Theoretical and Research Base: Creative Materials and Resources
  Developmentally Appropriate Materials
  Open-ended and Single-use Materials
  Brain Development and Materials
  Teachers' Reflections on Materials and Resources
  Types of Creative Materials
  Skill and Concept Materials
  Gross Motor Materials
  Manipulative Materials
  Construction Materials
  Self-Expressive Materials
  Recycled and Natural Materials
  Age-Appropriate Materials
  Infants and Toddlers
  Guidelines for Using Materials with Infants and Toddlers
  Preschoolers and Kindergartners
  Guidelines for Using Materials with Preschoolers and Kindergartners
  First Through Fourth Graders
  Guidelines for Using Materials with First Through Fourth Graders
  Using Creative Materials Appropriately and Safely
  Technology, Media, and Creative Thinking
  Appropriate Technology and Media
  Guidelines for Classroom Technology and Media
  Other Divergent Materials and Resources
  Blocks
  Types and Uses of Blocks
  Tips for Using Blocks
  Sand and Water Materials
  Tips for Using Sand and Water
  Three-Dimensional Materials
  Invented Games
  Making Games with Children
  Differentiating Instruction: Adapting Creative Materials for Diverse Learners 40; Tips for Adapting Materials and Resources in the Classroom
  Specific Suggestions for Diverse Learners
  Meeting Standards Using Creative Materials and Resources
  Conclusion
  Frequently Asked Questions About Materials and Resources
  Summary.