Arts And Early Childhood Development

Christina J. Groark, Stephanie K. McCarthy, Afton R. Kirk. (2014). Early Child Development: From Theory to Practice. Bridgepoint Education, Inc.

Students within the classroom have all displayed varying levels of interest in music, dance, and visual arts. Classroom experiences have shown a greater level of interaction and attention with the teacher during these preferred activities. Fine arts integration has been shown to promote social emotional development, allow for self expression, improve young children's emergent literacy outcomes, and benefit therapy outcomes. Most importantly, the use of fine arts integrated instruction can be measured using the Preschool Language Scales (PLS-5).

“For many children, interest in a particular art form leads to sustained attention when practicing that art form. Moreover, engaging in art often involves resolving conflicts among competing possible responses, such as when choosing the correct note to

Children in the child care center also work on their fine motor skills. I observed how they often draw pictures of themselves or of something they really like. For example, of flowers, animals or a favorite cartoon character they really like. The teacher help children to perfect this fine skills by learning how to make cupcakes and cookies. This helps the child identify that sugar and chocolate chip cookies need to be added to the mixture and all the ingredients need to be mixed together in order to create the recipe. The textbook mentions that between the ages of 4 and 5 a child develops this skills by using scissors correctly following the line, and drawing simple figures. (Beck 309). Parents can also work with their children to perfect this skills. For example, they can show their children how to use the correct kitchen utensils or come up with creative arts and crafts that a child might enjoy depending on their interest. For instance, when I was around 4 years old my mom tells me a story about how when I was younger she and I would do arts and crafts together. We had the tradition of always decorating for the holidays especially for Halloween, thanksgiving, and Christmas, She commented that decorating crafts was always exciting for me because I had the ability to use my imagination and creativity. She also said that my favorite part of decorating was painting the crafts because I had the ability to combine colors together to make the arts look great.

The Washington Waldorf School outside of Washington D.C educates students from the age of three to eighteen. The school’s main goal is to influence its students with all forms of arts and music. In the preschool they aim for children to learn more individualistically; they spend their days outside in nature painting, drawing, and playing rhythmic games. All students are required to take art and music classes every year (Cecchi). The students at Washington Waldorf School are exceeding in most of their core classes as well. This approach to schooling is very beneficial and worthwhile to the students. Students need to be exposed to the arts throughout the entirety of their schooling. Washington Waldorf School has taken the arts to an extreme priority,

Young children 's early arts experiences are important in terms of effective early childhood educational practices and learning. This presentation will promote awareness of the various modes that young children (from birth to five years of age) can and should have experiences of art-based activities within educational settings, at home and within their communities. It was previously believed that in the early childhood years, arts education was not essential. The arts education available were only small opportunities, which allowed children to express themselves in a creative manner. This often took place without a great amount of teacher interference and was carried out separately from the "real" subjects found in the curriculum and the classroom (Phillips, Gorton, Pinciotti, & Sachdev, 2010). Children use their innate senses of smell, touch, taste, sound and sight as they make sense of their world around them. In doing so, allows them to enables children to engage in their own expressions, as well as make choices, connections and their thoughts and feelings for communication and to learn (Wright, 2012). The visual and performing arts and well as arts-related activities, within the five arts disciplines of music, movement/dance, drama, visual art and media, foster engagement for representational, communicative, expressive and social capacities in children which can extend their awareness, perception and thinking. Experiences of the arts may give a rich and unique

Toddlers and school-age children are both in early childhood, but there are several differences in daycare activities. Toddlers and school-age children are at different levels of physical development. Since toddlers are still improving their fine motor skills, they need teachers’ help for outdoor activities. They cannot zip up their jumpers and put on their shoes by themselves. On the other hand, school-age children have fully developed not only fine motor skills but also gross motor skills, so they can prepare for outdoor activities by themselves. Moreover, teachers’ role in art activities is different. Teachers should introduce and guild art material for toddlers. In addition toddlers need enough time to explore each material because they

This book puts together stories about integrating the arts, mainly visual arts into early childhood curriculum. It looks at different professionals and classrooms that have integrated visual arts and it is easy to read and very user friendly. It helps and provides teachers and parents with different ways they can look at children’s art and how to talk about the art with children. This is a great resource for anyone and encourages teachers, parents and students to bring art into their classrooms, life and enhance the learning of all. I went and bought this book, as it is a great resource as I focus on Early Childhood classrooms and love to see more arts integrated throughout the curriculum. Students love this and will learn different ways of

This paper will describe a research that investigates the effectiveness of The Creative Curriculum for Preschool (Teaching Strategies, LLC.). The Creative Curriculum is a commonly used, all-inclusive curriculum based on children’s growth and early education research and philosophy. The materials used will give details on how to construct learning environments; change the curriculum to meet the needs of different students; instruct in content areas; and incorporate in-depth significant explorations of topic that appeal to children.

With the growing demand for schools to meet the criteria set for them to focus more on core subjects such as science and math, the classes deemed as “non-essential” are struggling to make it by. The arts department in schools across the country is dealing with extensive cutbacks in financial support as well as teacher and students involvement. As the cuts made to the arts department is overreached The United States is forgetting about the significant impact art has made in not only this country, but the history it has made across the globe. For centuries, different forms of art became beneficial in shaping generations and society. The arts give beneficial, developing factors to the youth and by eliminating these classes the key forms of growth

Rosemary Barilla, an eighth grade Language Arts teacher, felt an overwhelming need to incorporate fine arts into her teaching. With each book read or study taught, she added projects or outings that brought an aspect of the fine arts into the lesson. When she had the class read Sadako and the Thousand Paper Cranes, she had the students make one thousand Japanese origami paper cranes. During the class’s study of Haiku poetry, she had the class learn to do sum-e brushstrokes of bamboo. By combining art with the English curriculum, the students were better able to grasp the topic and retained the lesson in a deeper, more meaningful way. She often did this with the support and assistance of the school’s art teacher. Ms. Barilla stated,

Many people have often wondered if children really benefit from taking part in the arts or if the arts are just an excuse to get out of class and play, considering that the arts are usually the first to go when it comes to school budget-cuts. This paper will discuss the arts and how they benefit the education and development of children. Some of the arts discussed in this paper will include visual arts, drama, music, and dance. One of the articles chosen to study for this paper is “Learning In and Through the Arts: Curriculum Implications” by Judith Burton, Robert Horowitz, and Hal Abeles from the Center for Arts Education Research Teachers College, Columbia University in July of 1999. The other article chosen was “Involvement in the Arts

Art: When children are engaged in art projects and activities, socialization is natural, and language development is aided (Johnson, 2006). In having moments where they are allowed to describe and discuss their art, they are actively socializing with either a teacher or other children. By supplying a multitude of different materials, the children are able to exercise their imaginations and creativity.

Early childhood and adolescent development are critical times in a human's life especially when it comes to facilitating intelligence growth. Having access to education and art is essential during these times, as it helps to acquire and use different types of cognitive ability, which in turn assists day to day living and relating to others. In order to relate to others and operate within a society, one must possess a certain level of interpersonal and intrapersonal knowledge and ability. Art is a great way for children to attain this. By exploring empathy and emotional expression, learning about art, introspection, and looking at ideas from multiple angles children will develop the emotional and cognitive tools and connection making abilities they need to operate within society as adults.(Wolkowicz, T. 2017) I propose an individualistic ‘one on one’ approach in contrast to modern education. With mentorship, young students can receive attention in the areas they need most, this paired with artistic expression and artistic education will provide young students with the ability to live “live lives they have reason to value” (Cambridge Journal of Education, 2012) This is why I argue that the Fairbanks area should should start a mentorship program using art to facilitate the developmental needs of kids.

As schools strive for academic success, the advancement of creativity, as well as imagination, has declined. I would like to make an argumentative statement that pre-K is the child’s first initial stage where they begin to develop a sense of creativity, passion, inspiration, curiosity, and imagination. However, the skills taught and learned in pre-k does not follow through as they move up to Kindergarten. The sense of creativity and explorational skills are replaced by constant push for reading and math. From the start of Kindergarten, the availability of arts, crafts, exploration of nature, and presence of dance starts to fade and is replaced by math and English. Including the art piece into the educational system can greatly enhance and encourage hands-on experiences that engraves positive engagement for all students. I believe that creation of art, dance, sporting activity and literature should be included as the fundamental core standards alongside math and English.