©2014 Cengage Learning. All Rights Reserved. Chapter 10 Using Work Samples to Look at Creativity...

©2014 Cengage Learning. All Rights Reserved.

Chapter 10

Using Work Samples to

Look at Creativity“Writing meaningful observations as they are

occurring cannot happen in a teacher-directed

classroom. The teacher is too busy.”


WORK SAMPLES

• Children’s drawings, writings, products, inventions

• Media: Photos, video, audio tapes

• Transcripts of conversations

• Anecdotal records of dramatic play episodes


Development Revealed in Work Samples


Uses of Work Samples

Advantages• In natural setting,

non-teacher directed• Compared over a peri

od of time• Expression of child’s t

houghts and feelings

Disadvantages• Children’s products ar

e works in progress• May lead observer to

draw erroneous conclusions

• Reflect inferencesof selector

• Collection and storage


What to Do with It

• Depending on medium, it can be duplicated for child’s portfolio

• Shared with child and family as a point of discussion and comparison to work over time

• Displayed in classroom (without competition)

• Used to explore children’s interests and extend with planned activities


LOOKING AT CHILDREN’S CREATIVE DEVELOPMENT

Stages of Children’s Art1. Making marks – 0 to 2 years, experimentati

on2. Scribbling – 2 to 4 years, exploration3. Preschematic – 4 to 7 years, nonrepresent

ational4. Schematic – 7 to 9 years, more realistic


Early Stages of Drawing

Observing Creativity in Infants and Toddlers

• Learning how to create something from “raw” materials

• Exploring materials with their senses

• Learning different ways to express thoughts and ideas

• Learning to make decisions

• Developing the ability to share materials and appreciate others’ work

• Developing a positive self-concept

• Developing and refining fine motor and cognitive activities


Process vs. Product

• Materials presented for exploration

• Unique outcomes• Child has freedom to

select materials and work

• Only child’s hands and ideas in the work

• Finished work shown as a model

• All works look similar• Teacher/Adult gives

directions• Adult “helps” child by

contributing to the work or restricting the child’s ideas



Blocks as a Creative Medium

Types of Blocks• Plastic interlocking• Unit blocks• Hollow blocks• Cardboard blocks• Foam blocks• Special building sets• Cube blocks

Stages in Block Play• Carry, fill, dump• Stacking, laying• Bridging• Enclosures• Patterns• Naming, representing• Reproducing


Creativity and Development

• Cognitive – Problem solving, logico-mathematical skills

• Social/Emotional – Expression, sharing, cooperation

• Physical – Involves refinement of large and small muscles

• Language – Expands descriptive vocabulary, symbolic representation


Comparison of Stages

NOTE SIMILARITIES OF TRANSITION BETWEEN STAGES

• Cognitive – Piaget

• Creative – Kellogg, Lowenfeld

• Language

• Writing

• Social Emotional – Erikson


Helping All Children with Creativity

• Giftedness

• Divergent Thinking

• Cultural Diversity

• Ability Diversity

• Helping Professionals


Talking with Children about Their Work

CONSIDER NOT…• Complimenting• Judging• Valuing• Questioning• Probing• Correcting• Psychoanalyzing• Modeling

PRACTICE• Describing

– Color– Patterns– Process– Attention– Relationship to exp

eriences– Concepts


Standard Related to Young Children and Creativity

Child Development Associate (CDA) Functional Area 7: Creative

Candidate provides opportunities that stimulate children to play with sound, rhythm, language, materials, space, and ideas in individual ways and to express creative abilities.

©2014 Cengage Learning. All Rights Reserved. Chapter 10 Using Work Samples to Look at Creativity...

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