Creative Thinking and Arts-based Learning: Preschool Through Fourth Grade

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Pearson Merrill/Prentice Hall, 2006 - Education - 482 pages
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"Creative Thinking and Arts-Based Learning "prepares preservice and inservice teachers to "know why "children's creative thinking and play are so important, "know about "children's play and creative thinking, and also "know how "to provide these experiences within the curriculum. It contains extensive coverage of the roles, responsibilities, and strategies that lead to a more child-centered, play-based curriculum.

An Applied Approach

  • Many instructional guidelines and classroom strategies are presented throughout the text for integrating creative thinking and play into learning.
  • Cases about preschoolers, K-2nd graders, and 3rd-4th graders open each chapter and show readers how teachers infuse the arts into learning.
  • Meeting Standards. This new feature discusses how to provide for creativity in classrooms while also meeting state and national standards.
  • Frequently Asked Questions. Another new feature poses common questions about issues, such as what materials and resources to use, how to adapt environments for diverse learners, and how to foster and assess creative thought. Misconceptions are dispelled with research-based answers.

A Theoretical Approach

  • Solid theory underlies all of the content. The authors' experience as university professors and practitioners is evident in their clear presentation of relevant theory.

A Reflective Approach

  • Teacher's Reflections in each chapter tell readers what other preservice and inservice teachers are thinking and doing in their classrooms relative to their experiences with the arts.

Resources: Instructor's Manual and test Bank, PowerPoint Slides

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Contents

foundations of Oroatwc Vnouayt
1
Supporting Childrens Play Games and Inventions
39
Tho fine Arte
81
Copyright

33 other sections not shown

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About the author (2006)

Mary Renck Jalongo is a teacher, writer and editor. As a classroom teacher, she taught preschool, first grade and second grade, worked with children and families of migrant farm workers, and taught in the laboratory preschool at the University of Toledo. Currently she is a professor at Indiana University of Pennsylvania where she earned the university-wide award for outstanding teaching and is the Coordinator of the Doctoral Program in Curriculum and Instruction. As a writer, Dr. Jalongo has authored and edited more than 25 books, many of them textbooks in the field of early childhood education, such as Early Childhood Language Arts (4th ed. Allyn & Bacon) and Creative Thinking and Arts-Based Learning (4th ed. Merrill/Prentice Hall), Exploring Your Role: An Introduction to Early Childhood Education (3rd ed., Merrill/Prentice Hall) and Major Trends and Issues in Early Childhood Education: Challenges, Controversies, and Insights (2nd ed. Teachers College Press). Recent publications include the second edition of a book for the National Association for the Education of Young Children, Young Children and Picture Books; a Teachers College Press book, Planning for Learning: Collaborative Approaches to Lesson Design and Review; and an edited book for the Association for Childhood Education International, The Worlda (TM)s Children and Their Companion Animals: Developmental and Educational Significance of the Child/Pet Bond. Additionally, she has earned three national awards for excellence in writing and numerous teaching awards. Dr. Jalongo has been the editor-in-chief of the Springer international publication, Early Childhood Education Journal, for twelve years.

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