Defining Quality in Visual Art Education for Young Children: Building on the Position Statement of the Early Childhood Art Educators

Autor/inn/en	McClure, Marissa; Tarr, Patricia; Thompson, Christine Marmé; Eckhoff, Angela
Titel	Defining Quality in Visual Art Education for Young Children: Building on the Position Statement of the Early Childhood Art Educators
Quelle	In: Arts Education Policy Review, 118 (2017) 3, S.154-163 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
DOI	10.1080/10632913.2016.1245167
Schlagwörter	Art Education; Visual Arts; Young Children; Early Childhood Education; Educational Quality; Art Teachers; Educational Principles; Educational Philosophy; Child Development; Art Expression; Educational Policy + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Optische Gestaltung; Frühe Kindheit; Early childhood; Frühkindliche Bildung; Frühpädagogik; Quality of education; Bildungsqualität; Art teacher; Kunsterzieher; Kunsterzieherin; Bildungsprinzip; Bildungsphilosophie; Erziehungsphilosophie; Kindesentwicklung; Politics of education; Bildungspolitik
Abstract	This article reflects the collective voices of four early childhood visual arts educators, each of whom is a member of the Early Childhood Art Educators (ECAE) Issues Group of the National Arts Educators Association. The authors frame the article around the ECAE position statement, "Art: Essential for Early Learning" (2016), which focuses on the central role of art interactions among young children, educators, environments, and materials. The authors describe eight principles that underlie the statement from philosophical viewpoints, and provide practical examples of the principles in action. Amid a varied policy landscape for visual art in early childhood, the authors assert that children need organized, materials-rich environments that invite discovery, interaction, sensory and kinesthetic exploration, wonder, inquiry, and imagination in relationship with responsive educators who value young children's diverse abilities, interests, questions, ideas, and cultural experiences. The authors explore issues and possibilities resulting when educators work to bring visual arts fully and dynamically into the lives of young children in diverse education and care spaces. In closing, the authors explore the realities of visual arts policies in the early childhood education and art education fields while emphasizing the critical need for supportive pedagogical practices in all early childhood classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01