Summary: Integrating The Arts In Early Childhood

“After a certain high level of technical skill achieved, science and arts tend to coalesce in esthetics, plasticity, and form. The greatest scientist are artist as well” (Albert Einstein). In this advanced modern tech-world mostly people are dependent on science and technology, but arts also play an important role in education. Art creates balanced thinking and better imagination which helps humans to be successful in their career. Yo-Yo Ma intensely informs about important role of arts in modern education society throughout his essay Necessary Edges: Arts, Empathy, and education. Ma illustrates that arts should be also part of education, because it improve students to filter their imagination through disciplined knowledge. Liberal arts should be equal to science and technology because it creates new idea, and in this modern world people should think critical than divergent in their lives. Empathy teaches students to understand and simplify the complicated life. Collaboration include discussion amongst people or group to make things effortless. Moreover liberal arts itself is beauty such as performing arts, it values the beauty of imagination in modern society by art and sculpture.

As a preschool special needs teacher, I am charged with providing specialized and individualized instruction to meet the needs of my students. All of the students on my caseload qualify in all five assessed areas: motor, language, adaptive, cognitive, and social skills. It is also important that my instruction be engaging and developmentally appropriate for my students. My students have shown a great interest in music and artistic activities. I am interested in using their interest in the fine arts as a means of instruction.

In “Top 10 Skills Children Learn from the Arts” Valerie Strauss first discusses why teaching arts promote important life skills in children. Strauss explains why teachers need to be trained in arts, not only the normal science, math, engineering, and technology. She then begins to list skills that children learn from studying the arts. The list Strauss uses is one from the author Lisa Phillips, in her book called “The Artistic Edge: 7 Skills Children Need to Succeed in an Increasingly Right World.” She starts off with creativity and how getting children involved in arts can allow them to “approach tasks from different perspectives and think ‘outside the box.’” This can play a big role on how they handle tasks in their future. Confidence can

Between this image and the three reading I found that imagination is a big point and it is a way of play and thinking process that the child goes through. I am surprised that there is more research happening in early childhood and there has been in the past and that is something that I saw in all three readings

Education, in the 21st century, refers to certain core competencies such as collaboration, digital literacy, critical thinking, and problem solving that advocates believe schools need to teach to help students thrive in today’s world. (Education Week, 2010). Students are encouraged to think critically and creatively, nevertheless, there are schools throughout the state of Kentucky that exclude the arts from their core curriculum which eliminates a creative outlet for students. Arts integration in public schools provide students the tools they need to think creatively and ameliorate their state mandated testing scores. The arts provide students with developmental skills that aid in the improvement of their fine motor skills, language development,

In the article “Learning Through Play; Portraits, Photoshop and Visual Literacy Practices” written by Michelle A. Honeyford and Karen Boyd the idea of learning literacy techniques through imaginative and visual play is featured. The article gives a detailed look at an afterschool program that lets students learn about literacy while using creativity. Although there is a lot of detail on the program the layout of the article is very scattered and hard to follow. Also the article highlights the success of the program but never once mentions how it is funded, this raises a lot of questions. And the article also does not speak of any formal assessment so one has to wonder how effective it really is.

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

The location of the observation was at the Community Center (Early Childhood education program) at 11:00am to 12:30pm on April 15, 2014. The meaningful experiences in early childhood education can positively shape children's development. With a teacher is guidance authentic child-art activity can educate enrich young students' learning abilities, encourage positive attitudes toward other children, and more importantly, learn to interact with people around them in the contemporary world. However, art for young students often takes many diversified approaches and emphasizing questionable practices. Observation is a part of meaningful and authentic early childhood art education. Observation enriches children’s experiences in

In a recent report called “Arts education,” it stated “in 2018, only 16% of elementary schools with grades 7 or 8 report having a specialist visual arts teacher. . .” (Gill 5). In this report, it listed several ways in which the arts education is lacking among elementary and high schools in Ontario. The benefits for my proposed arts program is it will help expand the access for arts education outside of school in Ontario. My program can do this by providing visual arts classes that will teach children how to paint, draw, and sketch while relieving stress among participants. My program will be able to reach out to students passionate for the arts that don’t have the proper arts programing in their elementary

Douglas Head Start II, Sherry Broadnax, and Gloria Hendley are in charge of eighteen preschooler ages children. The classroom is well organized with colorful pictures, children’s art, and books to enhance their literacy. The enrichment from the environment print, picture books, story tapes, books and children’s experiences, and several children’s art. As a future educator this experience helps me to understand the meaningful of environmental print has in literacy in the children’s life. The teacher involves the parents by requesting and sending materials and works with them to enhance children’s interest and learning. every activity centers are label in English and Spanish, shorten by size and pictures of each area which are an incredible

Chapter 6 entitled, “The Elements of Art” entails the artistic elements of art and help children make several prints suing different materials. Artistic elements are the building blocks of expressions such as: line, shape, space, pattern, and color. It is very vital children understand the concept of these segments in order to perform artistic work. In art, red, blue, and yellow are the three primary colors. Most children have experienced making major prints at home using: stamps, stencils, spatter, and screen prints. Chapter 6 is basically an outline of how students can use multiple samples to create art. Children are able to use a variety of colors, shades, tints, and values when creating masterpieces in art. For example, when students are

contributing to the sociocultural and economic revitalisation of a community (Stanziola, 1999). Therefore, when implemented effectively, arts integration begets various beneficial outcomes for learners, and others within the educational and community environments and such benefits relate particularly well to concepts surrounding diversity and inclusion.

The work of many educational researchers such as Viktor Lowenfeld, John Dewey, Elliot Eisner, Brent and Marjorie Wilson and many others has shown what an important role the arts play in the development of a well-rounded child. The literature describes the stages of graphic representation, the influence that the act of drawing has on the development of writing skills, and the importance of the role that art plays on a child as a storyteller.

Art is a crucial factor in the development of children in terms of creativity, independence and ability to express there selves. But is it more than that? Can art potentially have the therapeutic ability to help young children right through to young adults with serious conditions such as depression, autism and even cancer by allowing these individuals to both express themselves and to communicate emotions that are too difficult to say verbally. How ever art is discovered at a very young age for most. Being able to both recognise art and that it can communicate and evoke these different emotions is highly influenced by how it is taught. Are the different teaching styles that dominate New Zealand completely benefiting young minds through programmes such as NCEA . Or can these specific

Early childhood education has a significant role in the education of young children because it is the foundation of learning. In addition to learning academic skills, it is in elementary classrooms that students are first developing perceptions about themselves, cultures, and communities. Therefore, elementary educators play a critical role in the development of young children’s academic and human development through the instructional practices used in their classrooms. I believe the integration of arts programs into the classroom provides early childhood educators with access to unique opportunities for student learning and a lens to see other students. Indeed, researchers Purnell, Ali, Begum, and Carter (2007) argue the integration of arts in classrooms “can create new and meaningful connections to lesson content, expand students’ understanding of other cultures, and help to promote the development of healthy cultural identities” (p. 424). As the student population of the United States continues to become a more diverse, educators have a responsibility to inculcate academic skills and support inclusive practices by facilitating multicultural perspectives.