‘Choosing the good things’: Reconceptualising and reopening discourses surrounding visual arts pedagogies in early childhood education

‘Choosing the good things’: Reconceptualising and reopening discourses surrounding visual arts pedagogies in early childhood education

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).

"Arts Education” in the early years: learning about, through and with art

"Arts Education” in the early years: learning about, through and with art

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.

Do Visual Art Experiences in Early Childhood Settings Foster Educative Growth or Stagnation?

Do Visual Art Experiences in Early Childhood Settings Foster Educative Growth or Stagnation?

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.

All Our Futures: Creativity, Culture and Education - Sir Ken Robinson

All Our Futures: Creativity, Culture and Education - Sir Ken Robinson

Report published in 1999 by the National Advisory Committee on Creative and Cultural Education. The report's recommendations offer guidance to government departments and agencies, schools, Local Education Authorities, teaching and subject associations and cultural and arts organisations.

Arts and Academic Achievement: What the Evidence Shows

Arts and Academic Achievement: What the Evidence Shows

This research project analyses existing data on the impact of the arts in education. It finds that there is a relationship between listening to music and spatio-temporal reading, learning to play music and spatial reasoning, and classroom drama and verbal skills.

Arts Integration: A Promising Approach to Improving Early Learning

Arts Integration: A Promising Approach to Improving Early Learning

Wolf Trap Foundation is built on the philosophy that dance, music, and drama can help young children master skills across a range of subjects. This research has found that this approach, termed arts integration, has great potential for improving student learning in multiple disciplines.

Born Creative

Born Creative

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.

Dance for young children can provide so much more than physical exercise

Dance for young children can provide so much more than  physical exercise

Dance for young children can provide so much more than physical exercise. Could Early Years practitioners be the key to extending this learning opportunity to more children? - an article by Mandy Fouracre, LRAD, B Phil (Hons) published by TACTYC.

Cultural Entitlement in a Nutshell

Cultural Entitlement in a Nutshell

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.

Developing Young Children's Creativity Through the Arts

Developing Young Children's Creativity Through the Arts

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.

Can music improve vocalising in young children with language delay?

Can music improve vocalising in young children with language delay?

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.

Developmental Movement Play - transforming lives and well-being

Developmental Movement Play - transforming lives and well-being

This publication is for parents and young children experiencing emotional, behavioural and/or mental health difficulties and explores how communicating through physically active, non-verbal relationship play helps to improve the lives of vulnerable families.