Three main pedagogical approaches to the visual arts have developed... [including] the productive (child centred), reproductive (teacher directed) and guided learning approaches (a collaborative approach underpinned by sociocultural theories).
Art can make a difference in the lives of young children, and how their successes are measured and mapped affects their chances for success. What is required is change and, ‘there are a thousand things to do’ (Foucault, 1981/1991, p.174). Art education is not an option. Rather, it is a way to teach and learn.
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.
In a series of 2010 essays, Born Creative brings together the experiences of creative practices in early years education. It shows the importance of cultures, environments and networks in the enrichment of early years learning and interrogates the role of leaders, policy and parents in creating them.
This book provides the rationale behind why all children and young people should achieve their entitlement to culture. It poses twenty big questions that should be asked before designing a cultural offer, and identifies the latest policies and initiatives that can support meaningful cultural experiences.
This paper sets out to provide an overview of the state of research and thinking on the relationship between the arts and creative development in young children (aged three to six years). The main purpose of the exercise was to identify issues, gaps and priorities for further research. By Caroline Sharp, published by NFER in February 2001.
The aim of this action research was to enable the collaboration between Emma Hutchinson, the Founder and Director of the Music House for Children, and Laura Gergees, a speech and language therapist, to examine how a child's language can develop via musical experiences, particularly focusing on vocalisation for children with language delay.