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

The 4th edition of this widely accepted, versatile book shows future and current early childhood educators how to integrate children's creativity, play and the arts into their curriculum in a way that fosters learning and growth. Teachers will find various features within the book that they can use as assignments and as in-class activities to enable students to articulate their child-centered philosophy to families, colleagues, and administrators.  Changes to this edition include content expansion through fourth grade, a new misconceptions feature (FAQ's), and linking art, music, and drama content to standards.  Early Childhood Educators, K-4 Inservice Teachers, and Head Start Programs.

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