Adding New Possibilities for Visual Art Education in Early Childhood Settings: The Potential of Interactive Whiteboards and ICT

2010 ◽  
Vol 35 (4) ◽  
pp. 90-94 ◽  
Author(s):  
Lisa Terreni
Keyword(s):  
Early Childhood ◽  
Art Education ◽  
Visual Art ◽  
Interactive Whiteboards ◽  
Early Childhood Settings

The effect of Islamic visual art education on social development of preschool children

2019 ◽  
Vol 8 ◽  
pp. 1-7
Author(s):  
Hazhari Ismail ◽  
Mohamad Albaree Abdul ◽  
Iylia Mohamad
Keyword(s):  
Early Childhood ◽  
Social Skills ◽  
Preschool Children ◽  
Art Education ◽  
Visual Art ◽  
The Social ◽  
Art Activities ◽  
Early Childhood Settings ◽  
Children's Development ◽  
Children’S Development

The art education is seen as important in children’s early childhood education and it is extensively acknowledged. This study emphasizes the value of Islamic visual art among preschool children and explores the methods of teaching art in preschools as well as on the approaches used to support the children’s learning, particularly on the development of social skills. The method was intended to consider the implications of Islamic visual art education in a qualitative view. Classroom structured observations were conducted mainly on the Islamic visual art painting and drawing activities among children participating in Islamic visual art activities to gauge the social skills development in the children according to their age level by referring four main attributes in social skills; communication, group, support and conflict resolution. The identified emerging findings include the importance of Islamic visual art education in order to develop social skills for children and in considering the positive relationship between children and teachers to support children’s development in their early childhood settings. Hence, Islamic visual art activities could be considered an essential tool of the pedagogy in addressing problems regarding children’s development and learning in early childhood, where the revision of art curriculum is required across the subject and holistic development of children.

scholarly journals Visual Arts Education for Young Children In Aotearoa New Zealand

2017 ◽  
Vol 41 (4) ◽  
pp. 50 ◽  
Author(s):  
Lisa Terreni
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Art Education ◽  
Visual Arts ◽  
Arts Education ◽  
Visual Art ◽  
Early Childhood Curriculum ◽  
Visual Arts Education ◽  
Learning And Teaching ◽  
Aotearoa New Zealand

<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>Visual art education plays a significant role in fostering </span><span>young children’s learning, thinking, and communicating. </span><span>In New Zealand, approaches to early childhood visual </span><span>art education have developed in response to international educational theories and trends, which, over the years, have often resulted in changes to pedagogy and practice in this domain. Currently, the national early childhood curriculum Te </span><span>Whāriki includes references to visual art education in many </span><span>of its learning strands. Whilst the curriculum has a strong sociocultural orientation to learning and teaching, approaches to early childhood visual art education are diverse. A brief historical overview of early childhood visual arts education in </span><span>New Zealand is presented and, to conclude, three examples of </span><span>current, innovative art projects are discussed. </span></p></div></div></div></div>

Defining quality in visual art education for young children: Building on the position statement of the Early Childhood Art Educators

2017 ◽  
Vol 118 (3) ◽  
pp. 154-163 ◽  
Author(s):  
Marissa McClure ◽  
Patricia Tarr ◽  
Christine Marmé Thompson ◽  
Angela Eckhoff
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Art Education ◽  
Visual Art ◽  
Position Statement ◽  
Art Educators

Children’s ‘working theories’ as curriculum outcomes

2018 ◽  
Author(s):  
Sally Peters ◽  
Keryn Davis ◽  
Ruta McKenzie
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Adult Child ◽  
Early Childhood Curriculum ◽  
Complex Thinking ◽  
Young Learners ◽  
Early Childhood Settings ◽  
Te Whāriki ◽  
Sense Of Wonder

This chapter explores how children make sense of their world through the development and refinement of ‘working theories’. Working theories are a key item for young learners, and are emphasized in the New Zealand early childhood curriculum Te Whāriki. Children’s working theories develop in environments where they have opportunities to engage in complex thinking with others, observe, listen, participate, and discuss, within the context of topics and activities. It is through interactions and activities that children begin to own the ideas and beliefs of their culture and begin to make sense of their worlds. However, fostering this learning in early childhood settings is not always easy, and requires skilled adults who can respond appropriately. We explore and discuss the nature of children’s working theories and ways in which adult–child interactions can enhance or inhibit a sense of wonder and curiosity.

scholarly journals Supporting Children’s Healthy Development During Mealtime in Early Childhood Settings

2021 ◽  
Author(s):  
Adrien D. Malek-Lasater ◽  
Kyong-Ah Kwon ◽  
Diane M. Horm ◽  
Susan B. Sisson ◽  
Dipti A. Dev ◽  
...  
Keyword(s):  
Early Childhood ◽  
Healthy Development ◽  
Early Childhood Settings

Tulsa Children’s Project: Applying Evidence-Based Interventions in Early Childhood Settings

2018 ◽  
pp. 277-303
Author(s):  
Jennifer Hays-Grudo ◽  
Ruth Slocum ◽  
Jerry D. Root ◽  
Cara Bosler ◽  
Amanda Sheffield Morris
Keyword(s):  
Early Childhood ◽  
Evidence Based ◽  
Early Childhood Settings
Sign in / Sign up

Export Citation Format

Share Document