Many adults feel they are not talented and are hesitant about art. They remember vividly the time that a family or teacher member discouraged them from trying to express. Their ideas in a unique way through art or drawing. Early childhood experiences like these can influence the development of confidence. And the potential for learning throughout the child’s schooling and even into adulthood.
If early childhood educators aren’t equipped with the knowledge of visual art and skills. To deliver an enriching art experience, children’s ability to convey their ideas through visual symbols could be limited.
Thinking creatively and being able to interpret meaning in multiple ways is crucial. For success and success within the 21st century. In a society where creativity is valued, it’s concerning to know. That children’s creativity could be inhibited before they even begin school.
The Right To Create Art
The Convention on the Rights of the Child (Article 31) declares that all. Children have the right to participate and fully engage in cultural and artistic activities.
We all know that the first children’s years establish the basis for future development and learning. It is for this reason that it should alarm the parents of children. Who might not receive a quality visual arts education.
American educator Elliot Eisner refers to this as the null curriculum the education. That children are missing out on due to the fact that educators do not have the competence. Knowledge, and self-confidence to provide enriching visual arts experiences.
The professional and personal beliefs of teachers have a direct impact on the way they instruct children. If the fear of art by an educator hinders a child’s unique learning style from an early age. It might hinder them from achieving maximum potential later.
What Is The Amount Of Play That Happens During Pre-School?
What if the walls of early childhood centers adorned with drawings and paintings by children? It’s a common misconception that preschools. In addition to any other educational setting offer stimulating environments and activities. That are the best for children’s creative learning and development. However, this isn’t always the case.
A majority of early childhood educators do not have confidence in themselves. The skills and experience required to offer high-quality art experiences. They are unable to offer the kinds of experiences that help children benefit from the many advantages of visual art.
Artistic experiences in the visual arts can enhance young children’s development and learning in a variety of ways. This includes intrinsic motivation, pleasure positive attitudes, mental problem-solving, self-discipline and the development of tools to communicate and meaning-making, as well as fostering imagination and creativity to mention the most prominent.
Indeed, learning-centered environments such as the ones you’d expect to see in early childhood care can help children develop their creativity.
Teachers Who Are Creative Art
The issue is that these benefits can only occur when quality, effective provision is made by teachers.
The research I am conducting on behalf of The University of Wollongong is tackling this issue. I’m seeing that many early childhood educators are unsure of their own knowledge of visual art and abilities to provide visually-based art experiences for children.
While teachers value art as an essential component of the early education curriculum, their views regarding the purpose of art can be a mess. Many view art as a way of keeping kids busy. Some people employ art as a method of therapy or for fine-motor development rather than as an instrument to communicate or problem-solving. It is also a tool for the making of meaning.
However the opportunities that children are offer through the art of education usually consist of adult-directed activities and activity sheets instead of a more open and creative making use of art supplies of the highest quality. Lack of knowledge about content, confidence and art skills can lead educators to justify their usage of cheap commercial products like pipe cleaners, glitter, as well as fluorescent feathers. They believe that these products are more enjoyable for children.
Art Modeling And Demonstration
Certain educators believe that they must actively educate children through modeling and demonstration of the art of visual expression. However, others prefer an outdated hand-off method and do not want to exhibit art skills due to fear of affecting children’s natural artistic development. The most troubling aspect is the fact that a small percentage of early childhood educators remember the art-related components of their pre-service instruction.
The role of the arts within the Australian school curriculum is still under threat and heatedly debated. However there are no reference to visual art in the Australian Early Years Learning Framework are not clear and provide no information for teachers. In this regard, governments institutions, universities, and skill-based programs must reconsider the education of all educators and give them the confidence to face the doubts they have about their abilities to impart art to students and integrate the arts into their curriculum.
British teacher Ken Robinson blames formal schooling as the reason children lose their creativity. The problem is that this process begins at a much earlier age when early childhood educators aren’t adequately train in the artistic skills and mentality to foster children’s imaginations, meaning-making and creativity using tools and techniques for creating visual art.
If the community and teachers don’t nurture children’s artistic talents in the crucial early years of childhood the potential of their lives for engaging in creative learning is block.