Mary Mayesky, Ph.D., is a certified preschool, elementary and secondary teacher. She is a former professor in the Program in Education at Duke University, former director of the Early Childhood Certification Program and supervisor of student teachers. She has served as assistant director for programs in the Office of Day Services, Department of Human Resources, State of North Carolina. She is also the former principal of the Mary E. Phillips Magnet School in Raleigh, North Carolina, the first licensed extended day magnet in the Southeast. She has served several terms on the North Carolina Day Care Commission and on the Wake County School Board. Dr. Mayesky has worked in Head Start, child care, kindergarten and YWCA early childhood programs and has taught kindergarten through eighth grade in the public schools. She has written extensively for professional journals and for general-circulation magazines in the areas of child development and curriculum design. She is a member of Phi Beta Kappa and was named Woman of the Year in Education by the North Carolina Academy of the YWCA. Her other honors include being named Outstanding Young Educator by the Duke University Research Council, receiving the American Association of School Administrators Research Award and being nominated for the Duke University Alumni Distinguished Undergraduate Teaching Award.

Part I: FOSTERING CREATIVITY AND AESTHETICS IN YOUNG CHILDREN: THEORETICAL BASIS. 1. The Concept of Creativity. 2. Promoting Creativity. 3. The Concept of Aesthetics. 4. Promoting Aesthetic Experiences. Part II: PLANNING AND IMPLEMENTING CREATIVE ACTIVITIES: DEVELOPMENTALLY APPROPRIATE PRACTICE. 5. Children, Teachers, and Creative Activities. 6. Creative Environments. 7. Play, Development, and Creativity. 8. Using Technology to Promote Creativity. Part III: ART AND THE DEVELOPMENT OF THE YOUNG CHILD. 9. Art and Physical-Mental Growth. 10. Art and Social-Emotional Growth. 11. Developmental Levels and Art. Part IV: THE EARLY CHILDHOOD ART PROGRAM. 12. Program Basics: Goals, Setting Up, Materials, and Strategies. 13. Two-Dimensional Activities. 14. Three-Dimensional Activities. Part V: CREATIVE ACTIVITIES FOR THE EARLY CHILDHOOD CURRICULUM. 15. Dramatic Play and Puppetry. 16. Creative Movement. 17. Creative Music. 18. Creative Language Experiences. 19. Creative Science. 20. Creative Mathematics. 21. Creative Food Experiences. 22. Creative Social Studies. APPENDICES. A. Gross- and Fine-Motor Skills. B. Language Development Objectives and Activities for Infants and Toddlers. C. Art Talk Summary. D. Exhibitions and Displays. E. Recycled Materials. F. Criteria for Selecting Play Equipment for Young Children. Glossary. Index.

• Part I: FOSTERING CREATIVITY AND AESTHETICS IN YOUNG CHILDREN: THEORETICAL BASIS.1. The Concept of Creativity.2. Promoting Creativity.3. The Concept of Aesthetics.4. Promoting Aesthetic Experiences.Part II: PLANNING AND IMPLEMENTING CREATIVE ACTIVITIES: DEVELOPMENTALLY APPROPRIATE PRACTICE.5. Children, Teachers, and Creative Activities.6. Creative Environments.7. Play, Development, and Creativity.8. Using Technology to Promote Creativity.Part III: ART AND THE DEVELOPMENT OF THE YOUNG CHILD.9. Art and Physical–Mental Growth.10. Art and Social–Emotional Growth.11. Developmental Levels and Art.Part IV: THE EARLY CHILDHOOD ART PROGRAM.12. Program Basics: Goals, Setting Up, Materials, and Strategies.13. Two-Dimensional Activities.14. Three-Dimensional Activities.Part V: CREATIVE ACTIVITIES FOR THE EARLY CHILDHOOD CURRICULUM. 15. Dramatic Play and Puppetry.16. Creative Movement.17. Creative Music.18. Creative Language Experiences.19. Creative Science.20. Creative Mathematics.21. Creative Food Experiences.22. Creative Social Studies.APPENDICES.A. Gross- and Fine-Motor Skills.B. Language Development Objectives and Activities for Infants and Toddlers.C. Art Talk Summary.D. Exhibitions and Displays.E. Recycled Materials.F. Criteria for Selecting Play Equipment for Young Children.Glossary.Index.