Young Children 's Early Arts

3. Critically analyse how creativity and creative learning can support young children’s emotional, social, intellectual, communication and physical development.

Children’s creativity must be extended by the provision of support for their curiosity, exploration and play. They must be provided with opportunities to explore and share their thoughts, ideas and feelings, for example, through a variety of art, music, movement, dance, imaginative and role-play activities, mathematics, and design and technology.

What makes children so different even when they are the same age? This is an important question and one that has not yet been fully answered. We do know, however that children’s development is shaped both by intrinsic or personal factors, such as their health, but also external factors such as their family environment and their access to educational provision. This means that while a child may be born with the potential to be a great artist, this potential is unlikely to be realized unless the child has the chance to paint and draw and is encouraged by adults.

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

At all stages (including very early mark making) the children’s work is positively encouraged, valued and exhibited.

Therefore emphasis on the Reggio Emilia approach is placed upon children’s many ‘symbolic languages’; these languages help the child explore and being to develop their own view of the world. These languages are based on: drawing, sculpting, dramatic play and writing, in order to achieve the best in a child and basing activities on aspects of: creative thinking, exploration and discovery, free play, following the interests on the child, valuing and encouraging all ways children express themselves, allowing children to talk about their ideas and then to re-visit them. A child’s environment has always been considered important in their learning and features in the Reggio Emilia approach; this philosophy claims that a child’s environment is known as a ‘third teacher’ as children must be able to learn through their experiences of senses: touching, moving, listening, seeing and hearing; which all

Throughout the article written by Matlock and Hornstein they discuss the importance of integrating arts and play into the curriculum of early childhood education. In the article written by Mindes, he discusses the position of social studies in the curriculum of early childhood education today. Matlock and Horstein converse about how humans use the arts make sense of the world along with figuring out their most sincere terrors and pleasures. On the other hand, Mindes tells us that social studies were formed to meet the educational needs of children. We can see that these two articles differ seeing that arts and play was meant to help humans figure out the world, while social studies were strictly meant for curriculum.

Arts education provides students with the building blocks for the development of experience, knowledge and skills across many domains including imagination, self-expression, communication, relationships and creative and collaborative problem-solving. Research suggests that the use of quality arts programs have been linked to enhancing students overall academic achievement, empathy towards others and engagement in learning (Russel-Bowie, 2006; Cornett, 2014). The inclusion of arts in the curriculum is a globally recognised concept, encompassing many different cultures and concepts. More specifically the micro-teaching experiences at the Lady Cilento Children’s Festival will be focusing on the area of performing arts including a combination

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.

Lowenfeld had two views of children's arts, the first being that there are stages of growth in art ranging from the age of two to fourteen years and older. There are a total of six stages that are broken down by age and ability of the children. The stages show how children’s creativity is an evolving process. These are stages he adapton upon from earlier sources, the first being scribble uncontrolled, controlled and naming of scribble. The ages of the first stage is between the ages of two and four. The second stage is preschematic where images begin to resemble symbols, this stage starts around ages four to six. Schematic is the third stage symbols are used rather than realistic images, ages seven to nine. In stage four realism of images

I was exposed to a complete range of early childhood studies, all of which solidified my ardent interest in the field. I also had the opportunity to study a handful of art and humanities subjects, which have given me a fresh perspective on the world we reside in. By the same token, I will be able to apply the knowledge gained from my ICT and Multimedia subject in creating a state-of-the-art medium apt for young children in this era of

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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

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.

Some people go through certain situations in life were they realize instead of searching for a new life we should reflect on the one they have, and take those lessons from it and be grateful. Art and coming-of-age seemingly go hand and hand. How? Coming-of-age or life experiences affect how one chooses to express or views a form of art, whether it be music, painting, writing and so forth. One can express or reflect on a life experience through art furthermore, someone can reach their coming-of-age through the expression of art. This also raise’s one question. If a form of art can be a way of expressing my coming-of-age and in the same help me get to it wouldn’t one say coming-of-age is art all in itself? Since every individual person has different