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

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

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

The next factor that helped in the development, acceptance and recognition of the child’s art was the encouragement of developmental ideas in psychology, which improved the interest in the stages of drawing by the children. The third factor was to recognize the tribal art considered primitive in expressing feelings. The fourth factor to be considered was to increase development and appreciation of the progressive art as compared to the conservative thinking.

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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

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

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

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