Intentional Teaching for Visual Arts in Early Childhood Education: Teachers' Practices and Perceptions

Autor/inn/en	Denee, Rachel; Cherrington, Sue
Titel	Intentional Teaching for Visual Arts in Early Childhood Education: Teachers' Practices and Perceptions
Quelle	In: New Zealand Journal of Teachers' Work, 20 (2023) 1, S.5-18 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Denee, Rachel) ORCID (Cherrington, Sue)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1176-6662
Schlagwörter	Early Childhood Education; Visual Arts; Art Education; Teaching Methods; Sociocultural Patterns; Play; Teacher Role; Learning Processes; Teacher Attitudes; Preschool Teachers; Case Studies; Intentional Learning; Teacher Student Relationship; Self Esteem; Educational Theories; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Optische Gestaltung; Arts; Art in Education; Kunst; Bildung; Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Soziokulturelle Theorie; Spiel; Lehrerrolle; Learning process; Lernprozess; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Case study; Fallstudie; Case Study; Intentionales Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Self-esteem; Selbstaufmerksamkeit; Educational theory; Theory of education; Bildungstheorie; Ausland; Neuseeland
Abstract	The early childhood sector in New Zealand has a long-held tradition of free play and child-led pedagogy, influencing visual arts approaches with young children. However, alongside learning through play, New Zealand's sociocultural curriculum highlights the active role of the teacher and intentional pedagogy. This article explores the practices and perceptions of early childhood teachers regarding visual arts through a mixed methods study, including a nationwide survey and an embedded case study. Data indicated that teachers are confused about the appropriateness of taking an active role during children's visual arts learning, and about when to be intentional versus leaving children to play without interference. Such tensions appear to be founded in contradictory theoretical assumptions, and are evident through a lack of confidence, skills, strategies and language for teaching. The authors argue that professional learning could ameliorate these tensions by clarifying educational theories and identifying intentional visual arts teaching practices that align with current theoretical beliefs about how young children learn in early childhood. (As Provided).
Anmerkungen	New Zealand Journal of Teachers' Work. Auckland University of Technology, Private Bag 92006, Auckland 1142, New Zealand. Web site: https://ojs.aut.ac.nz/teachers-work/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01