The arts in Early childhood Education
Over the years there has been an emergence in the recognition of the importance of the arts in early childhood education (Morgan 2011, p.34). Educational philosopher's such as John Dewey and Maria Montessori have hailed the arts as the foundation for meaningful, quality early childhood education (Morgan 2011, p.36). In line with the theories of Dewey and Montessori, every child is seen as capable of being an artist, therefore the most important aspect of an early childhood curriculum is nurturing children's potential through stimulating, meaningful and sensory based learning experiences (Morgan 2011, p.36).
The nine arts based lesson plans (drama, visual arts, music) detailed in this website have been designed according to a developmentally appropriate, integrated approach that values the arts as a foundation for a quality early learning curriculum. The lessons are also influenced by the Reggio Emilia approach that emphasises the view of the child as capable and flourishing best when they are given creative agency over their own learning (Gandini, 2005).
Another focus of the lessons is the transmission of culture and the fostering of acceptance of diversity. The arts are a powerful medium for transmitting cultural narratives and therefore is an instrumental tool in teaching children to not only tolerate but appreciate difference. Theorist Lev Vygotsky argued that the transmission of culture was best facilitated through social interaction, as according to the sociocultural approach that is prominent in early childhood education, knowledge is actively and socially constructed through interactions with others (Swim 2008). For this reason lessons are structured as predominantly group based activities in order to allow children the opportunity to learn vital skills such as listening, language, social, emotional and intellectual aptitude that are best developed through social engagement.
Teaching the arts requires a holistic and emergent learning system that meets the diverse needs of the children and offers a meaningful arts education program that integrates the children's needs and interests into lessons taught (Roy et al. 2012, p.22). The goal of an arts based curriculum is to design and implement activities that will inspire and nurture an appreciation for the arts, thus turning young children into “young artists”. My role as teacher is to nurture, stimulate, inspire and scaffold children to engage creatively, develop confidence to express themselves in their own unique ways and transcend their "zone of proximal development" in order to gain new skills beyond their current skill levels.
All lessons also meet the The National Early Years Learning Framework (DEEWR 2009) and Victorian Early Years Learning and Development Framework ((DEECD) 2009) learning requirements by meeting provided framework outcomes for each lesson. All lessons meet with a minimum of one or more learning outcomes that include development of: identity, belonging, wellbeing, confidence, involved learning, and communication (DEEWR 2009).
It is important to note however that with every lesson a discussion about the safe use of new tools or materials is vital. Therefore when working with young children the following safety advice should be issued:
• Keep materials away from mouth.
• Wash hands after messy lessons.
• Walk with scissor’s tip towards the floor; cut paper on a tabletop rather than on lap.
• Wipe up spills immediately to prevent slipping.
• Explain the difference between toxic and non–toxic materials.
Always use tools in a safe manner and clean space and self before and after lessons conducted. These requirements are all part of a safe and effective, developmentally appropriate, and emergent, arts based curriculum.
Integration of the arts into the curriculum is best approached where arts concepts and activities are intertwined with everyday lessons and are supported by working together with the children, staff, families and the wider community. In this way young children will receive a multifaceted approach to arts education that will encourage life long appreciation for the arts and nurture children’s social, emotional, developmental and learning needs. Thus children can blossom from "young seedlings" to "flourishing plants", supported by the teacher who enables growth much like a gardener nourishing plants by providing fertile ground (arts curriculum) for the seedlings to grow.
Over the years there has been an emergence in the recognition of the importance of the arts in early childhood education (Morgan 2011, p.34). Educational philosopher's such as John Dewey and Maria Montessori have hailed the arts as the foundation for meaningful, quality early childhood education (Morgan 2011, p.36). In line with the theories of Dewey and Montessori, every child is seen as capable of being an artist, therefore the most important aspect of an early childhood curriculum is nurturing children's potential through stimulating, meaningful and sensory based learning experiences (Morgan 2011, p.36).
The nine arts based lesson plans (drama, visual arts, music) detailed in this website have been designed according to a developmentally appropriate, integrated approach that values the arts as a foundation for a quality early learning curriculum. The lessons are also influenced by the Reggio Emilia approach that emphasises the view of the child as capable and flourishing best when they are given creative agency over their own learning (Gandini, 2005).
Another focus of the lessons is the transmission of culture and the fostering of acceptance of diversity. The arts are a powerful medium for transmitting cultural narratives and therefore is an instrumental tool in teaching children to not only tolerate but appreciate difference. Theorist Lev Vygotsky argued that the transmission of culture was best facilitated through social interaction, as according to the sociocultural approach that is prominent in early childhood education, knowledge is actively and socially constructed through interactions with others (Swim 2008). For this reason lessons are structured as predominantly group based activities in order to allow children the opportunity to learn vital skills such as listening, language, social, emotional and intellectual aptitude that are best developed through social engagement.
Teaching the arts requires a holistic and emergent learning system that meets the diverse needs of the children and offers a meaningful arts education program that integrates the children's needs and interests into lessons taught (Roy et al. 2012, p.22). The goal of an arts based curriculum is to design and implement activities that will inspire and nurture an appreciation for the arts, thus turning young children into “young artists”. My role as teacher is to nurture, stimulate, inspire and scaffold children to engage creatively, develop confidence to express themselves in their own unique ways and transcend their "zone of proximal development" in order to gain new skills beyond their current skill levels.
All lessons also meet the The National Early Years Learning Framework (DEEWR 2009) and Victorian Early Years Learning and Development Framework ((DEECD) 2009) learning requirements by meeting provided framework outcomes for each lesson. All lessons meet with a minimum of one or more learning outcomes that include development of: identity, belonging, wellbeing, confidence, involved learning, and communication (DEEWR 2009).
It is important to note however that with every lesson a discussion about the safe use of new tools or materials is vital. Therefore when working with young children the following safety advice should be issued:
• Keep materials away from mouth.
• Wash hands after messy lessons.
• Walk with scissor’s tip towards the floor; cut paper on a tabletop rather than on lap.
• Wipe up spills immediately to prevent slipping.
• Explain the difference between toxic and non–toxic materials.
Always use tools in a safe manner and clean space and self before and after lessons conducted. These requirements are all part of a safe and effective, developmentally appropriate, and emergent, arts based curriculum.
Integration of the arts into the curriculum is best approached where arts concepts and activities are intertwined with everyday lessons and are supported by working together with the children, staff, families and the wider community. In this way young children will receive a multifaceted approach to arts education that will encourage life long appreciation for the arts and nurture children’s social, emotional, developmental and learning needs. Thus children can blossom from "young seedlings" to "flourishing plants", supported by the teacher who enables growth much like a gardener nourishing plants by providing fertile ground (arts curriculum) for the seedlings to grow.