Aesthetic and creative development

Foster children's aesthetic and creative development CHCFC508A

This unit is about developing and delivering programs that promote children's creative skills and aesthetic development. These may be:

  • Visual arts experiences (e.g. drawing, painting, modelling, printing, construction, collage)
  • Music and sound experiences (e.g. listening to music, singing, participating in music making, listening to sounds of nature
  • Taste and smell experiences
  • Performance such as dance or drama

Experiences presented should stimulate children's curiosity and learning through:

  • encouraging active exploration, experimentation and learning
  • introducing new ideas and experiences via formal and informal, planned and spontaneous experiences
  • encouraging program input from children, staff, parents, community
  • encouraging problem solving and curiosity.

 

Requirements

1. Plan and provide aesthetic experiences for children

  1. Identify and select a range of developmentally appropriate visual, musical and other sensory stimuli to provide children with experiences of art and beauty
  2. Select appropriate materials and present them attractively (e.g. thick and thin crayons, pencils, waterbased paints, fingerpaint, thick and thin brushes, natural materials, clay, playdough, papier-mache, recycled materials, modeling wire, oil pastels, chalks, found objects and self-made objects for printing, joining materials such as glue and BluTac)
  3. Provide work and play areas that promote aesthetic qualities for both children and adults
  4. Formulate strategies for fostering creative development and aesthetic awareness in children
  5. Respond to children's interests that arise spontaneously as they participate in aesthetic experiences
  6. Design a program of aesthetic experiences in response to emerging skills, abilities and interests of individual children and groups of children
  7. Present aesthetic experiences that encourage appreciation of diversity including cultural diversity

 

2. Give children developmentally appropriate dramatic and imaginative play experiences

  1. Present play areas both indoors and outdoors that give children opportunities to enjoy dramatic and imaginative play
  2. Play areas need to be culturally rich and reflect the diversity of families using the service
  3. Plan/design developmentally appropriate, inviting, stimulating and safe experiences to stimulate children's involvement, interest and love of learning
  4. Provide experiences for individual children and small groups of children involved in imitative, dramatic and imaginative play and give adult support to facilitate and extend it.

 

3. Support children to participate in the expressive arts

  1. Encourage children to talk about their creations
  2. Share their enthusiasm for creative work
  3. Encourage them to respect and appreciate the creative works of peers
  4. Give children opportunities to discuss and explore artwork, design and/or images.

 

4. Give children a variety of experiences to develop their creativity, imagination and self expression

  1. Give a variety of play experiences to stimulate their awareness and to develop their creativity, imagination and self expression
  2. Provide materials and experiences that stimulate different senses and promote body awareness
  3. Recognize, acknowledge, encourage and follow up children's enthusiasm and curiosity

 

5. Other skills

  1. Communicate effectively with children
  2. Scaffold children's knowledge and skills
  3. Use resources and imagery creatively
  4. Stimulate and encourage participation
  5. Choose appropriate resources and music for creative experiences
  6. Express self through creative mediums
  7. Appreciate a range of creative media
  8. Apply the following skills identified as underpinning national child health and well being core competencies, where they are applicable to the work role:
    • implement effective evidence-based service delivery
    • coordinate service delivery to families with an interdisciplinary teamwork approach and where possible collaborative interagency practice
    • support infants and toddlers to master key developmental tasks
    • early identification of emerging trends in child needs and how to address them
    • manage children's health needs, eating behaviours and physical activity
    • provide environments and relationships that are safe for young people.