Abilities such as “description, interpretation, evaluation”, and the act of responding (Althouse 2). “Through the art, children can be given opportunities to express their evolving concepts and constructed understandings about their world and their experiences.” - Rosemary Althouse Knowledge can come from, or includes the arts. Knowledge is obtained by the child when they figure out new actions or techniques. Children’s minds can function of higher quality and at fast-paced speed if the arts were further introduced to them. The arts also aids different types of thinking; cognitive and aesthetic.
Play is how children learn to socialize, to think, to solve problems, to mature and most importantly, to have fun. Play connects children with their imagination, their environment, their parents and teacher and the world. Play is the most powerful, productive and efficient way to learn the information young children
This art form allows children to create clear links between their real world and their imagination. By using this art form children can reflect, organise and express their real-life experiences, thoughts and feelings in a physical form. The visual arts come in many forms such as, painting, drawing, photography, light and many more. Art helps children communicate with other people and it shows what their understanding if the world is. It also helps to develop their cognitive, emotional, social and sensory skills (Anon., 2013).
Integrating the arts in early childhood education positively impacts a child’s developmental capacity to learn through different mediums in all subject areas. It also strengthens and enhances the teachers lessons to bring diverse opportunities for students with different aesthetics to effectively comprehend and develop their cognitive skills. According to many childhood theorists, such as Piaget and Vygotsky, art is an essential tool that is important for the development of a child’s motor, cognitive and social-emotional skills. In addition, many believe integrating art into a classroom will impact their learning outcome and enhance their creativity, imagination, self-esteem and thinking inclinations. Art is the “expression
In early childhood education play is a very important stage that all children go through during their development. Play can be described as a self-motivated behavior that children will choose freely and demonstrate if it’s entertaining and spontaneous by learning new things. Play is the way children learn new things that are around them or what they get taught. The difference between play and other activities is a process that children go step by step. Play is child-initiated
The Reggio Emilia approach endorses children’s sensory development by promoting hands-on discovery experiences in the curriculum that are derived from children’s interests (Russell-Bowie, 2012; Twigg & Gravis, 2010). Vecchi (2010) and Mai (2011) believe that by incorporating children’s interests in multi-sensory activities through Creative Arts offers more learning opportunities for children to use all senses and languages to demonstrate their knowledge and understanding of the world around them. This is evident when children articulate ideas and make meaning by dancing, drawing, role playing, singing and sculpting; meeting the EYLF outcomes 3.2.5 and 5.3.3 (DEEWR, 2009). Furthermore, ACARA (2017f, v.8.3) states that the Australian curriculum builds on the EYLF by engaging students’ minds, bodies and senses in purposeful and creative play throughout each strand of The Arts
The purpose of doing art activities would be to make a certain concept or idea easier to comprehend because they are able to relate to it in an artistic way. “For very young children, making art - or just talking about it- provides opportunities to learn words for colors, shapes and actions” (Lynch). According to author, Grace Lynch, children learn certain concepts while doing art from a young age. A child may enhance their vocabulary or overall knowledge of a certain area in school. When a child is practising different colors and shapes, they are able to express how they feel and are able to show it.
Methods of evaluation include analysis of children’s drawings at beginning and end of a planned experience, children’s and educators self-reflections, evaluating the appropriateness of resources selected by the Educator, use of time and space and effectiveness of teaching strategies employed. Documenting of information about children’s interests, that include emerging skills and abilities, children’s investigations together with understanding of concepts. Contemporary approaches to planning drawing on sociocultural theories describing the Educator’s role as one of partnership with children. Educators observe, listen to children and ask questions to discover children’s ideas, hypotheses, and theories to gain an understanding of how they can resource children’s learning. Children will be motivated by an educator’s enthusiasm when the educator is interested in a topic meaningful and relevant to children’s lives.
Gardner also believed that children should interact with his or her environment, which can be accomplished by experiencing art. When art is used in a classroom, children have to be encouraged with sensitive guidance. Art can be integrated into a learning program with problem solving around projects. The teacher uses the product of an art activity to express the understanding of the concept. At a Reggio Emilio school, children are also encouraged to rework any artwork if they fail to convey the intended purpose of the project.
The emergent curriculum acknowledges each child’s individuality and empowers them to become part of the planning process. This participation in planning gives children a voice, it shows children that their opinion is valued and enables them to take ownership of their own learning (Kashin, 2011). 3. Children’s individual learning style and abilities are supported by the emergent curriculum. Providing children with an opportunity to work at their own pace and choose what and who they want to play with will encourage them to be curious and help them to feel a sense of achievement when they direct their own learning (CECDE,