Now, in a study funded by the Brady Education Foundation, researchers are testing a culturally flexible tool that will support agency in classrooms so that more children will be offered dynamic and sophisticated learning experiences.
Authored by
Authored by:
Natacha N. Jones, Amber T. Fowler, Jennifer Keys Adair
Head Start preschool educator Amanda Messer offers insight into how young children can demonstrate early learning goals through engagement in process art.
In make-believe play, young children are actively engaged with peers and are in control: it is the children—not an adult—who make decisions during play.
Authored by
Authored by:
Barbara Wilder-Smith, Deborah J. Leong, Elena Bodrova
Art is important to the development of young children’s physical and cognitive skills and their aesthetic awareness. Examples of children’s creative expressions often fill early childhood settings. But what about appreciating visual art?
In this article, we describe how early childhood educators can purposefully plan for and scaffold vocabulary learning during open-ended art activities.
In this article, Mimi Brodsky Chenfield shares reflections from her experiences and conversations with children across the early childhood years—each of which builds to a major shift, moving from STEM to STEAM.
You don’t need to be a musician to use music comfortably, confidently, and creatively with children. Here are eight ways to make it an integral part of your classroom.
No matter your own skills in the arts, this issue of Teaching Young Children has ideas for you. You’ll learn about “process art”, ways to integrate art into other content areas, using music in your setting, and more!
This article shares ways in which process art can help children grow in their expressive language, nurture social and emotional development, and encourage thinking skills.
People often think about art as creating something beautiful—a replica Starry Night collage or a seasonal craft to serve as a gift. But when children engage in process art, they explore and experience materials without working toward a particular goal.
The following DAP snapshot and reflection touches on how one teacher responded to children’s marks on paper, encouraging creativity and integrated learning, particularly around drawing, writing, and storytelling.
To create a community building event with family involvement, we decided to engage in a Cardboard Challenge focused on trees: How could children build a tree with cardboard-like materials and make it interactive?
