Before making decisions about what to include in our arts programs and how we will go about our work with the children, it is important to give some thought to why we make such decisions. Without some strong philosophical underpinnings, our visual arts programs could be simply a series of ad hoc activities or the slavish following of a formula.
Research in early childhood art education has enjoyed an increased amount of attention over the recent years A review of the literature shows multiple forces pulling in different directions, with policy statements emerging from the field of early childhood and the field of art education. Uncertainties are perpetuated in a number of common beliefs or myths about the nature of art, development, and creativity of young children
Ways of Seeing the Child
children are capricious, with innate propensities to the wild and savage. The work of teaching is seen to be one of "civilizing" the child, and art activities are extremely teacher-directed, leaving no room for error, experimentation, or accidents. Developmental theory also frames childhood as universal stages of development, and the teaching of art is seen in relation to developmental continua, ages, and stages, and the provision of developmentally appropriate activities. In addition, the view of childhood as a supply factor in determining the future labor force causes art to become marginalized in the curriculum, so that a greater emphasis can be placed on the "basics" of literacy and numeracy. Art is validated largely on the basis of how well it can integrate with or enhance these "more important" curriculum areas.
More recent views of the child center on democratic principles, where children are seen to be freely choosing individuals. However, if freedom and fun are viewed as the essence of childhood, it is possible that teaching art will be considered useful only if it ensures that children are busy, happy, spontaneous, and free, rather than bored. The notion of children's working at skills and techniques in art may be seen as inconsistent with a philosophy of democratic freedom. Some contemporary early childhood educators advocate the view of children as competent beings, co-constructors of knowledge, and art can be taught as one of the multiple languages available to children without destroying the children's sense of freedom; in fact, such co-construction can enhance children's enjoyment of learning
@NiRaaLi_Man0 @SweeeT_AnGeL
Research in early childhood art education has enjoyed an increased amount of attention over the recent years A review of the literature shows multiple forces pulling in different directions, with policy statements emerging from the field of early childhood and the field of art education. Uncertainties are perpetuated in a number of common beliefs or myths about the nature of art, development, and creativity of young children
Ways of Seeing the Child
children are capricious, with innate propensities to the wild and savage. The work of teaching is seen to be one of "civilizing" the child, and art activities are extremely teacher-directed, leaving no room for error, experimentation, or accidents. Developmental theory also frames childhood as universal stages of development, and the teaching of art is seen in relation to developmental continua, ages, and stages, and the provision of developmentally appropriate activities. In addition, the view of childhood as a supply factor in determining the future labor force causes art to become marginalized in the curriculum, so that a greater emphasis can be placed on the "basics" of literacy and numeracy. Art is validated largely on the basis of how well it can integrate with or enhance these "more important" curriculum areas.
More recent views of the child center on democratic principles, where children are seen to be freely choosing individuals. However, if freedom and fun are viewed as the essence of childhood, it is possible that teaching art will be considered useful only if it ensures that children are busy, happy, spontaneous, and free, rather than bored. The notion of children's working at skills and techniques in art may be seen as inconsistent with a philosophy of democratic freedom. Some contemporary early childhood educators advocate the view of children as competent beings, co-constructors of knowledge, and art can be taught as one of the multiple languages available to children without destroying the children's sense of freedom; in fact, such co-construction can enhance children's enjoyment of learning
@NiRaaLi_Man0 @SweeeT_AnGeL