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"Arts Study and teaching (Early childhood)"
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Digital Technologies in Early Childhood Art
Through art children make sense of their experiences and the world around them.Drawing, painting, collage and modelling are open-ended and playful processes through which children engage in physical exploration, aesthetic decision-making, identity construction and social understanding.
eBook
Drawing and painting : children and visual representation
Praise for the First Edition: `This is a fascinating book that clearly demonstrates the importance of such early artwork. It is richly provided with relevant photographs and each phase of development is clearly explained ... It really is a \"must read\" for anyone working with young children! - Montessori International, Vol. 10 No. 3 Autumn 2000 This book has been revised to reflect recent developments in early childhood education, in developmental psychology and in our understanding of children′s development in the arts. The author shows how this new model of children′s development in visual representation has important implications for education. This is a revised edition of Helping Children to Draw and Paint: Children and Visual Representation, originally published in 1994.
eBook
Multimodal perspectives of language, literacy, and learning in early childhood : the creative and critical \art\ of making meaning
Our image-rich, media-dominated culture prompts critical thinking about how we educate young children. In response, this volume provides a rich and provocative synthesis of theory, research, and practice that pushes beyond monomodal constructs of teaching and learning. It is a book about bringing \"sense\" to 21st century early childhood education, with \"sense\" as related to modalities (sight, hearing), and \"sense\" in terms of making meaning. It reveals how multimodal perspectives emphasize the creative, transformative process of learning by broadening the modes for understanding and by encouraging critical analysis, problem solving, and decision-making. The volume's explicit focus on children's visual texts (\"art\") facilitates understanding of multimodal approaches to language, literacy, and learning. Authentic examples feature diverse contexts, including classrooms, homes, museums, and intergenerational spaces, and illustrate children's \"sense-making\" of life experiences such as birth, identity, environmental phenomena, immigration, social justice, and homelessness. This timely book provokes readers to examine understandings of language, literacy, and learning through a multimodal lens; provides a starting point for constructing broader, multimodal views of what it might mean to \"make meaning;\" and underscores the production and interpretation of visual texts as meaning making processes that are especially critical to early childhood education in the 21st century.
Book
Many Pathways to Literacy
This unique and visionary text is a compilation of fascinating studies conducted in a variety of cross-cultural settings where children learn language and literacy with siblings, grandparents, peers and community members. Focusing on the knowledge and skills of children often invisible to educators, these illuminating studies highlight how children skilfully draw from their varied cultural and linguistic worlds to make sense of new experiences.
The vastly experienced team of contributors provide powerful demonstrations of the generative activity of young children and their mediating partners - family members, peers, and community members - as they syncretise languages, literacies and cultural practices from varied contexts.
Through studies grounded in home, school, community school, nursery and church settings, we see how children create for themselves radical forms of teaching and learning in ways that are not typically recognised, understood or valued in schools.
This book will be invaluable reading for teachers, teacher educators, researchers and policy-makers who seek to understand the many pathways to literacy and use that knowledge to affect real change in schools.
eBook
Developing vocabulary and oral language in young children
\"This book presents the most effective instructional strategies for promoting vocabulary growth in the early grades, when the interdependence of word learning and oral language development is especially strong. The authors guide teachers in choosing the best materials and in fostering home-school connections, and share six key principles for building vocabulary. Included are guiding questions; text boxes connecting vocabulary to the Common Core State Standards; examples from real teachers; reproducible checklists, rubrics, and other tools; and an appendix of additional vocabulary resources. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2\" x 11\" size\"-- Provided by publisher.
Book
Art and Creativity in Reggio Emilia
This book explores the contribution of and art and creativity to early education, and examines the role of the atelier (an arts workshop in a school) and atelierista (an educator with an arts background) in the pioneering pre-schools of Reggio Emilia. It does so through the unique experience of Vea Vecchi, one of the first atelieristas to be appointed in Reggio Emilia in 1970.
Part memoir, part conversation and part reflection, the book provides a unique insider perspective on the pedagogical work of this extraordinary local project, which continues to be a source of inspiration to early childhood practitioners and policy makers worldwide.
Vea’s writing, full of beautiful examples, draws the reader in as she explains the history of the atelier and the evolving role of the atelierista. Key themes of the book include:
• processes of learning and knowledge construction
• the theory of the hundred languages of childhood and the role of poetic languages
• the importance of organisation, ways of working and tools, in particular pedagogical documentation
• the vital contribution of the physical environment
• the relationship between the atelier, the atelierista, the school and its teachers
This enlightening book is essential reading for students, practitioners, policy makers and researchers in early childhood education, and also for all those in other fields of education interested in the relationship between the arts and learning.
Series Editors' Introduction: Invitation to the Dance 1. Introduction 2. Aesthetics/Poetics 3. A General Overview 4. The Bicycle Metaphor 5. The Long View of Organisation 6. An Ethic Community 7. Environments 8. Professional Marvellers 9. Visible Learning 10. We Take Up the Walk Again 11. The Loris Malaguzzi International Centre 12. Blue Flowers, Bitter Leaves
Vea Vecchi worked as an atelierista at the Diana municipal preschool in Reggio Emilia for over thirty years, doing pedagogical research and documentation in the area of children’s many languages. She now acts as a consultant to 'Reggio Children'.
eBook
STEM, STEAM and Makerspaces in Early Childhood: A Scoping Review
STEM has emerged as a key area of importance for children, highlighting the value and relevance of integrated understandings of science, technology, engineering and mathematics in both educational contexts and everyday life. The need for innovation and creativity is also recognised, which emphasizes the important role the arts can play as STEM is extended into STEAM. This scoping review investigated what is known about STEM, STEAM and makerspace experiences and opportunities for children aged birth to eight. The review found that early childhood experience with STEM, STEAM and makerspaces is an emerging field of research. Findings suggest that STEAM holds more relevance to learning and experiences in the early childhood years, and perhaps across the lifespan. The review also highlights the need to shift the starting point to the earliest of years and create greater intentionality in STEAM experiences with infants, toddlers and preschool aged children, recognizing the relevance of STEAM and maker mindsets in the lives of young children. Additionally, the scoping review identified the value of informal and community contexts as a means to invite broader participation. Such opportunities provide scope to challenge inequity in opportunity and to overcome intergenerational aversion towards STEM/STEAM-related learning. Further research is needed to understand the professional learning needs of early childhood educators and facilitators of STEAM and makerspace experiences.
Journal Article
Pre-Service Kindergarten Teachers’ Confidence and Beliefs in Music Education: A Study in the Chinese Context
Generalist kindergarten teachers often report insufficient theoretical and pedagogical preparation for music instruction in their teacher education, leaving them feeling underprepared. This study explores how pre-service kindergarten teachers in Hong Kong perceive their confidence in teaching music and how this perception influences their beliefs about the importance of music education. A total of 467 first-year pre-service teachers completed a questionnaire assessing their self-confidence in conducting music activities and their beliefs regarding the importance of music education for young children. Results showed that participants exhibited the lowest confidence in music teaching compared to other learning areas, particularly in activities requiring specialised musical knowledge and creativity, such as instrumental performance and music creation. A significant positive correlation was found between teachers’ perceived confidence and their belief in the importance of music education (rs(465) = 0.39, p < 0.001). These findings may offer insights into the influence of cultural values on their teaching belief. This study highlights the need for culturally responsive teacher education programmes that address the specific challenges faced by generalist teachers in early childhood music education within Hong Kong and broader Chinese educational contexts.
Journal Article