Sharp, C. (2004). Developing young children’s creativity: What can we learn from research? TOPIC, 32, 5-12.
This article considers evidence from research and theory as it applies to developing children's creativity. The author defines creativity and identifies the implications for staff working in early childhood settings.
National Association for the Education of Young Children. (2004). Online and print resources for exploring the creative arts with young children. Beyond the Journal: Young Children on the Web, July 2004. Retrieved from http://www.naeyc.org/files/yc/file/200407/OnlineAndPrintArtResources.pdf
This guide includes several online, book, and other resources to promote creativity
Booyeun, L. (2005). Aesthetic experience in a dynamic cycle: Implications for early childhood teachers and teacher educators. Journal of Early Childhood Teacher Education, 25(4), 367-373, doi: 10.1080/1090102050250411
This study examines preschool teachers' concepts of aesthetic experiences for young children.
Oklahoma State Department of Education. (n.d.). The early childhood learning environment. Retrieved from http://ok.gov/sde/sites/ok.gov.sde/files/EarlyChildLearnEnv.pdf
This guides provides best practices for arranging the different areas of an early childhood classroom, including centers that promote open-ended creative expression
North Carolina Cooperative Extension Service. (n.d.). Child development: Creativity in young children. Retrieved from http://www.ces.ncsu.edu/depts/fcs/pdfs/fcs470.pdf
This handout provides an overview of the developmental stages of art, as well as barriers to creativity
Wang, X., Jaruszewicz, C., Rosen, D., Berson, I., Bailey, M., Hartle, L., Griebling, S. . . . Robinson, L. (2008). Meaningful technology integration in early learning environments. Beyond the Journal:?Young Children on the Web, September 2008. Retrieved from http://www.naeyc.org/files/yc/file/200809/OnOurMinds.pdf
This article contains tips for using technology in meaningful ways with young children
Bright Hub Education. (2012). Art activities preschool: A primer for teachers. Retrieved from http://www.brighthubeducation.com/preschool-crafts-activities/121984-two-and-three-dimensional-art-ideas-for-preschoolers/
This website contains ideas for creating two- and three-dimensional art projects with preschool age children
Teach Preschool. (n.d.). Creative art on teach preschool. Retrieved from http://www.teachpreschool.org/art/
This website contains many art activities to use with preschoolers.
Americans for the Arts. (2002). Fact sheet about the benefits of arts education for children. Retrieved from http://www.artsusa.org/get_involved/advocacy/funding_resources/default_005.asp
The fact sheet describes the benefits of arts education across the developmental domains
Zero to Three. (2012). Tips on temperament. Retrieved from http://main.zerotothree.org/site/PageServer?pagename=ter_key_temp_tips&AddInterest=1158
This web content was written for parents explaining temperament differences in infants and toddlers
National Endowment for the Arts & U.S. Department of Health & Human Services. (2011). The arts and development: Framing a national research agenda for the arts, lifelong learning, and individual well-being. Retrieved from: http://arts.gov/sites/default/files/TheArtsAndHumanDev.pdf
This document provides an overview of the importance of the arts to life-long learning and development.
Early Childhood News. (2008). Unlocking children's creativity through movement and music. Retrieved from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=261
This article provides ways to promote creativity through music and movement activities
Cheung, R.H.P. (2010). Designing movement activities to develop children's creativity in early childhood education. Early Child Development and Care, 180(3), 377-385, doi: 10.1080/03004430801931196
This article describes the introduction of creative movement activity in three Hong Kong kindergarten classes to promote children's creativity.
Kemple, K., Batey, J., & Hartle, L. (2004). Music play: Creating centers for musical play and exploration. Young Children, July 2004, 30-37. Retrieved from http://www.naeyc.org/files/tyc/file/MusicPlay.pdf
This article provides ways to promote music through learning centers in the early childhood classroom
Bosse, S., Jacobs, G., & Anderson, T. (2009). Science is in the air. Young Children, November 2009, 10-15. Retrieved from http://www.naeyc.org/files/yc/file/200911/BosseWeb1109.pdf
This article describes how young children interact with science, different areas of study in the sciences, and ways to incorporate science into the daily classroom routine.
Early Childhood News. (2008). Math counts! fun & creative ways to present math concepts to young children. Retrieved from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=596
This article describes creative ways to explore math concepts with young children
Creative Nutrition Experiences for Children. (2011). Classroom nutrition experiences for young children. Retrieved from http://www.youthandfamilyservices.org/wp-content/uploads/2010/01/Nutrition-Experience-Book1.pdf
This document provides creative ways to teach children about nutrition throughout the year with themes for each month
New, R.S. (2007). Reggio Emilia as Cultural Activity Theory in practice. Theory into Practice, 46(1), 5-13. Retrieved from http://www.reggioalliance.org/downloads/new:theoryintopractice.pdf
This article explains the Reggio Emilia curriculum, which promotes children's use of symbolic representation and the arts throughout the learning process
Lisenbee, P. (2009). Whiteboards and websites: Digital tools for the early childhood curriculum. Young Children, November 2009, 92-95. Retrieved from http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ868230&ERICExtSearch_SearchType_0=no&accno=EJ868230
This article shares the author's experiences as a prekindergarten teacher who embraced technology in her classroom and found that the children were more engaged and enjoyed the learning process.
Gregg, K., Rugg, M., Souto-Manning, M. (2011). Fostering family-centered practices through a family-created portfolio. The School Community Journal, 21(1), 53-70. Retrieved from http://www.academia.edu/1377721/Fostering_Family-Centered_Practices_Through_a_Family-Created_Portfolio
Page 53 details one family’s experience in using a portfolio system to communicate the needs of their child to educators. A family portfolio is an excellent way for educators to merge classroom and family activities