Art Education Program for Pre-School Children in China

Abstract

Involving Art Education teachers in the Pre-School, and, School Administrators as respondents, this study was conducted to assess the level of the implementation of Art Education in the Pre-School Instruction for school year 2022-2023 in China. The researcher employed the descriptive method of research by utilizing a questionnaire as the main tool for gathering the needed data. The Intervention Measures were designed to address the problems encountered by the Art Education Teachers in the Pre-School. It was found that all of the respondents are educationally qualified to teach Art Education in the Pre-School. The majority of them have earned units leading to a Master’s degree and a good number of the respondents have earned units leading to the doctoral program. The majority of the teachers teaching Art Education in the Pre-School have 1 to 6 years of teaching experience in this field. In-service training at the international level appears to be inadequate while training at the school, division regional, and national levels appears to be adequate. Based on the findings the most commonly implemented teaching strategies are guided observations, question and answer strategy, listening, problem-solving, constructivism in teaching, simulation, brainstorming inquiry-discover lesson strategy and. demonstration The following teaching strategies namely: lecture-discussion, reading, activities such as songs, and dance, games, using real-life situations, role-playing were fully implemented however, hands-on activities on art and drawing were poorly implemented. It was concluded that all of the teachers in this study are qualified to teach preschool., The teachers teaching Art Education in the preschool are using/implementing a variety of teaching strategies and instructional materials to bring about effective instruction in the school., Some serious problems, i.e., competence in the use of Art Education in the preschool, instructional materials, facilities and equipment curriculum content and standards, supervisory and technical assistance, and training and seminars affect quality instruction and hence can account for the poor performance of preschool learners. Keywords: Art Education, preschool, school administrator, curriculum contents, teaching strategies