The HypothesisEssay Preview: The HypothesisReport this essayChapter 1Questions about creativity were proposed in this chapter. Creativity can be viewed as making a unique product and creativity is the process of doing. All children are creative but not all are labeled as gifted. This is due to how has been nurtured. Some children have had their creativity nurtured, others have not. Children of high intelligence who also who also demonstrate high creativity are labeled gifted. Creativity as a set of environmental conditions forms environment conditions that provide potential obstacles it creativity, which are: Parents, school, sex roles, society, culture, and tradition. The home environment is a critical factor in a childs development of creativity. Creativity can also be compared and contrasted with intelligence. It has sometimes been wrongly, assumed that a high IQ is needed to be creative. A high IQ says something about intelligence, but it cannot guarantee high creativity. We should not put down childrens creativity. They are a national asset. Allow them to do things in their own way.
Chapter 6Childrens art should be appreciated rather than be explained. There are many theories that have tried to explain childrens art. There are six explanations: Physical that your children lack motor coordination and controls. Emotional, children draw what has emotional value to them. Perceptual, children rely on their perceptions to draw. Cognitive, children draw what they know; general development is a more global explanation that incorporates social, cultural, personality and environmental factors as well as elements of former explanations. Cognitive development, Artistic expressions, at least in part, a cognitive developmental theory such as Piagets should explain the development of child art. Kelloggs stages move from scribbling to placement, shape design and pictorial. Lagerfeld and Britilans
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What is the process of motor and sensory development at the age of 5? Analyses show that at least two or three of these three categories develop in childhood. At the start of these five developmental categories, we find that the child’s cognitive development grows with age. This process does not occur continuously; the children mature but gradually. The two categories develop with an increase or decrease in intellectual ability, in some cases of a slow, but steady way. We find that the process of motor and sensory development at 4–10 years of age is slow. However, at higher ages, the process continues. As the ages of 5–10, we see that the children do not develop enough for them to understand or enjoy them. While this process is clearly accelerated by the first 2 to 8 years of life, it is gradually delayed by several years.
What is developmental difference between children of different ages? Most children of different ages experience developmental difference during childhood as follows: Early Childhood is an important first step for children to become better at learning and learning. The next steps for children to achieve high-quality success with their life are later. It is clear that early childhood is important for children to develop an understanding about the world through children’s actions. This understanding will also help them develop a high ability to appreciate the world and the activities available to them for which they work. By the age of 9 or 10 years, the development of intelligence and thinking abilities, for example, starts. Early childhood is important for individuals and families to build good relationships among children. We find that this process gradually continues over many years. As infants start to develop skills that allow them more freedom to pursue different forms of self-expression, they gain more information about the world around them. Through this knowledge, they gain the knowledge to form relationships. By 10 years, they become more likely to develop such personal characteristics as kindness, generosity and understanding.
What information will children receive when they are 2–8 years of age? Childhood provides the building block for development of an understanding of the world. The same is true for