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Do visual art experiences in early childhood settings foster educative growth or stagnation?

Journal Article


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Abstract


  • This article offers findings from research that examined the visual art beliefs and

    pedagogy of early childhood educators and supports reflection about the educational

    merit of different types of visual art experience offered to children. The range of visual art

    experiences typically delivered in early childhood education settings varies significantly

    in method and purpose, yet there is little guidance to support early childhood educators

    to evaluate the visual art experiences they include in the curriculum or to consider

    their role as art educators. At the same time, the research literature suggests that pre-

    school educators lack confidence to make and teach art and that their visual art subject

    knowledge is limited.

    Qualitative case study research examined the visual art beliefs and pedagogy of twelve

    educators located in four Australian early childhood education settings. Data collection

    methods included interviews, environmental audits and analysis of pedagogical

    documentation about visual art provisions. John Dewey’s philosophies of democracy,

    education and art synthesised with the philosophy and pedagogical values of the Reggio

    Emilia educational approach support interpretation and analysis of the research data.

    In particular, Dewey’s philosophy of consummatory experience and growth alongside

    Eisner’s discussions about visual art myths and null curricula guide reflection about

    visual art provisions in early childhood contexts. A continuum of visual art experience

    is proposed to support reflection about the types of experience that potentially mis-

    educate and lead to visual art stagnation compared with experiences that may foster

    consummatory and educative growth.

Publication Date


  • 2016

Citation


  • Lindsay, G. (2016). Do visual art experiences in early childhood settings foster educative growth or stagnation?. International Art in Early Childhood Research Journal, 5 (1), 1-14.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=3559&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2558

Number Of Pages


  • 13

Start Page


  • 1

End Page


  • 14

Volume


  • 5

Issue


  • 1

Abstract


  • This article offers findings from research that examined the visual art beliefs and

    pedagogy of early childhood educators and supports reflection about the educational

    merit of different types of visual art experience offered to children. The range of visual art

    experiences typically delivered in early childhood education settings varies significantly

    in method and purpose, yet there is little guidance to support early childhood educators

    to evaluate the visual art experiences they include in the curriculum or to consider

    their role as art educators. At the same time, the research literature suggests that pre-

    school educators lack confidence to make and teach art and that their visual art subject

    knowledge is limited.

    Qualitative case study research examined the visual art beliefs and pedagogy of twelve

    educators located in four Australian early childhood education settings. Data collection

    methods included interviews, environmental audits and analysis of pedagogical

    documentation about visual art provisions. John Dewey’s philosophies of democracy,

    education and art synthesised with the philosophy and pedagogical values of the Reggio

    Emilia educational approach support interpretation and analysis of the research data.

    In particular, Dewey’s philosophy of consummatory experience and growth alongside

    Eisner’s discussions about visual art myths and null curricula guide reflection about

    visual art provisions in early childhood contexts. A continuum of visual art experience

    is proposed to support reflection about the types of experience that potentially mis-

    educate and lead to visual art stagnation compared with experiences that may foster

    consummatory and educative growth.

Publication Date


  • 2016

Citation


  • Lindsay, G. (2016). Do visual art experiences in early childhood settings foster educative growth or stagnation?. International Art in Early Childhood Research Journal, 5 (1), 1-14.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=3559&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2558

Number Of Pages


  • 13

Start Page


  • 1

End Page


  • 14

Volume


  • 5

Issue


  • 1