Early Childhood Art Education Research Articles

A CRITICAL REVIEW OF CHILDREN'S PAINTINGS FROM A VISUAL ANALYSIS PERSPECTIVE

This study explores the qualitative and stylistic differences in paintings created by preschool-aged children aged 5 and 6 years, aiming to understand how developmental factors influence their artistic expression. Painting, as a universal medium for artistic expression, captures emotions, ideas, and moments through colors and textures, particularly evident in children's uninhibited creativity and spontaneity. Variations in children's painting abilities based on age reflect differing stages of motor and cognitive development, highlighting the need to comprehend these differences for effective early childhood art education. Employing observational methods and visual analysis, this research examines artworks from 13 preschool students at Holistik Preschool in Sarawak, Malaysia, analyzing artistic elements such as lines, shapes, colors, and composition. Findings reveal that 5-year-old children often depict simpler shapes, vibrant colors, and direct representations of objects, indicative of developing motor skills and cognitive abilities. In contrast, 6-year-olds exhibit more refined motor skills and cognitive development, creating artworks with intricate details, complex compositions, and sophisticated use of color and shading. These developmental milestones underscore the importance of nurturing creativity through enriched artistic environments and diverse stimuli in early childhood education. Recommendations emphasize integrating art into interdisciplinary learning to foster lifelong engagement with the arts from an early age, supporting holistic cognitive and emotional growth in children.

탐색, 표현, 감상의 통합적 아동미술 수업이 예비유아교사의 창의성과 미술감상능력 및 미술교수효능감에 미치는 효과 및 변화과정 탐색

Objectives This study was conducted to find out the effect of integrated children's art classes of exploration, expression, and appreciation on the creativity, art appreciation ability, and art teaching efficacy of pre-service childhood teachers. Methods Participants in the study were 21 students who took children's art courses in the second semester of 2023 among H University students located in D city. This class was held for a total of 45 hours, 3 hours per week. The collected data included pre- and post-survey questionnaires on creativity, art appreciation ability, and art teaching efficacy, art portfolio, and lecture evaluation forms during and at the end of the semester. The results of quantitative analysis (paired samples t test) and qualitative analysis (open coding method) were as follows. Results First, the integrated children's art class of exploration, expression, and appreciation was effective in enhancing creativity, and it was found that it was effective in alternative solutions and original flexibility among sub-areas. Specifically, imagination and creative thinking skills were developed through the exploration of aesthetic elements in life, and my own creative expression ability was developed through cooperative art activities and work appreciation. Second, this class was found to be effective in enhancing the ability of pre-service childhood teachers to appreciate art. Specifically, cognitive appreciation ability was developed through the expansion of art concepts and knowledge, and work appreciation experience centered on aesthetic elements. Third, this class was found to be effective in enhancing the efficacy of art teaching, and in particular, it was found that it was effective in enhancing the individual efficacy of art teaching. Specifically, teaching ability was developed through knowledge and understanding of early childhood art education and experience in art practice, and teaching efficacy was developed through direct and indirect teacher role experience. Conclusions Therefore, it can be seen that it is meaningful to apply an integrated art education class of exploration, expression, and appreciation to the pre-service teacher training course to improve creativity, art appreciation ability, and art teaching efficacy.

The Psychological Construction of Early Childhood Art Education

The psychological construction of early childhood art education refers to the process of promoting children's mental health, emotional development, and personality shaping through art education activities. Art Education provides a platform for early childhood to express themselves, achieve self-realization, unleash their wisdom, develop own aesthetic standards, learn cooperate and communication skills, achieve psychological balance and establish understanding and respect. This study highlights the strategic shift in the approach to art education in China, with a focus on interdisciplinary education and the integration of art into extracurricular activities. With the issue on knowledge is often imparted in a one-way manner and children is encouraged to passively imitate, does not align with the developmental needs of young children or the goals of comprehensive education, this paper researches the dynamic process that involves teachers, students, and sometimes parents and community members in a cycle of planning, acting, observing, and reflecting to improve educational practices, and outlines the Mission and Vision on Development goals and the level of emphasis placed on families and kindergartens, Professional advantages of promoting mental hygiene through art education and Matching of key points, principles, and strategies.

미적체험 기반 유아미술교육 수업의 적용 효과 및 경험 탐색

The purpose of this study is to discuss the effects of aesthetic experience-based early childhood art education class and the meaning of the experience. For this purpose, we conducted a 15-week aesthetic experience-based early childhood art education class for 64 students of early childhood education at a three-year university in S city. The data from the pre- and post-quantitative tests of art teaching efficacy and aesthetic attitude were collected and paired t-test was conducted. In addition, qualitative data such as self-reflection journals, interviews, discussion results were collected and analyzed by open coding method. As a result, the preservice early childhood art education based on aesthetic experience had significant effects on art teaching efficacy, aesthetic attitude, and experience was categorized into ‘concern and burden’, ‘change and growth’.

A QUALITATIVE STUDY OF THE CURRENT SITUATION OF EARLY CHILDHOOD ART EDUCATION IN THIRD-TIER CITIES IN CHINA

Art education is essential to early childhood education and plays a vital role in developing self-confidence, social skills, critical thinking, and divergent thinking. The art program in kindergarten is the primary way of art education for young children; it aims to make them love and feel the beauty of art activities. The literature search shows many problems with early childhood art education in China. The problem is that teachers did not achieve the desired effect on arts education pedagogical practices in actual classroom settings; meanwhile, the art teachers need to realise that their art literacy and skills are superficial. This study focuses on early childhood art education in third-tier cities in China. It aims to investigate the current state of implementation towards preschool art education while exploring the issues that exist in it. A case study approach was used in this qualitative study to explore the reasons behind the not sufficient implementation of preschool aesthetic education. Semi-institutional interviews with three art teachers from different kindergartens revealed that public and private kindergartens had unreasonable art curricula, outdated teaching models, and teachers' lack of art skills and knowledge. Based on the findings, the researcher makes targeted recommendations. Furthermore, this study has a gap in the literature on this area and contributes to the academic research on early childhood arts education.

Behavioral intervention in preschool art education for children with autism

BackgroundIn recent years, the world has increasingly focused on a specific group of children with autism. With the rapid development of special education in China, behavioral intervention and rehabilitation training for children with autism have become an important challenge in the field of special education. Many experts and scholars at home and abroad have researched the treatment of autism from various fields, proposing the possibility that art education can provide behavioral intervention for children with autism.Subjects and MethodsIndividual and collective interventions were conducted on 5-year-old children with autism as experimental subjects. The individual intervention plan utilizes the round-robin teaching method in Applied Behavioral Analysis (ABA) to teach painting skills to children with autism. The collective intervention involves integrating children with autism into a class of 40 children for art teaching. And use the Autism Treatment Evaluation Checklist (ATEC) to evaluate pediatric patients before and after art education behavioral intervention.ResultsThe ATEC scores of patients before art education behavioral intervention were 18 for language disorders, 33 for social disorders, 21 for perceptual disorders, and 33 for physical behavioral disorders. The ATEC scores of patients after art education behavioral intervention were 12 for language disorders, 24 for social disorders, 19 for perceptual disorders, and 29 for physical behavioral disorders.ConclusionsThe ATEC score results before and after art education behavioral intervention showed a significant decrease, indicating that early childhood art education behavioral intervention targeting autistic children has a positive effect.

유아 미술교육 프로그램 효과에 관한 메타분석

Objectives The purpose of this study is to present the progress of efficient art education programs for the development of art skills in infants using meta-analysis to the field of early childhood education and to present comprehensive implications and directions for art education.
 Methods From 2000 to March 2021, 69 academic journals and 168 degree papers related to early childhood art education were published in Korea. Comprehensive Meta Analysis (CMA) was used for data analysis. From a total of 237 papers, 250 sample-level effect sizes and 364 variable-level effect sizes were extracted. As for the analysis model of the effect size, a wireless model was selected, and the analysis level was analyzed at the sample level and the variable level.
 Results As a result of the study, the overall average effect size was 1.207, showing a large effect size, and the overall average effect size of the result variable showed the highest art attitude, and the lowest expression ability. The average effect size of the outcome variable according to the integrated variable was the highest in the art area and the lowest in the aesthetic response. In the integration of other areas, the aesthetic response was the highest and the activity process was the lowest. In the case of the average effect size for each control variable, the publication year was significant for each thesis characteristic, but the publication type was not significant. The study target area and infant institutions were not significant, and the type of kindergarten was significant. There was no significant difference between age and age composition. The number of treatments and time per session were significant, and the treatment period was not significant. The activity content of the content variable and the integrated variable were not significant, and the integrated area was significant.
 Conclusions This study is meaningful in that it analyzed the effect of the early childhood art education program on children's art-related abilities and provided comprehensive implications for art education.

A Study on Early Childhood Art Education Focusing on Aesthetic Experience

A Study on Early Childhood Art Education Focusing on Aesthetic Experience

Radical dialogue and slow pedagogy in early childhood art education

This research aimed to examine the dialogical engagement of early childhood educators in an artmaking space. A descriptive-qualitative research model was used for this phenomenological case study. The study’s findings reveal that pedagogical listening can facilitate dialogue among educators and children. Moreover, when educators are in this dialogical and pedagogical space with children, and if they genuinely and attentively listen with all their senses to children’s words, thoughts, desires, and needs by maintaining a responsive and respectful attitude, the fluxes and movements of both children’s and educators’ thinking and learning will be generative, creative, and relational.

Investigation of Preschool Teachers’ Art Activity Practices

Purpose: The purpose of the study is the investigation of preschool teachers’ art activity practices. 
 Methodology: The study is a qualitative research and has been conducted with phenomenological design. The study group consists of 15 preschool teachers. Semi-structured interviews were conducted with preschool teachers in the study. 
 Findings: It was found that one third of the teachers accepted themselves competent in art activities, and two thirds accepted themselves partially competent. While all of the teachers stated that they had semi-structured art activities done, a few teachers stated that they also realized unstructured activities. Within the context of art activities, teachers were identified to do technique-oriented activities (coloring, cutting and sticking, based on artists and art works and etc.), skills-oriented activities (creativity, fine motor skills and sense development), and realize environmental arrangements (art center, school garden and sensory table use). Additionally, teachers were reported to use art materials, natural materials, waste materials and manipulative materials the most, respectively. 
 Suggestions: In preschool teacher education undergraduate programs, arts education courses should be conducted in a qualified and functional intended for early childhood period. Preschool teachers and experts working on early childhood arts education should be brought together with online or face-to-face training, and teachers' existing knowledge on the subject should be strengthened in theory and practice. Teachers should be supported with in-service trainings about art education in early childhood. Teachers should integrate art activities with other types of activities and combine artistic experiences and outdoor learning opportunities.

A Dialogical Artmaking Space: Cultivating a Pedagogy of Listening in Early Childhood Art Education

Early childhood educators have been encouraged to pedagogically engage with children, materials, and their given environments. However, neither dialogue nor the creation of a space for practicing the pedagogy of listening have received considerable attention. This article describes a phenomenological research study that aimed to examine the pedagogical engagement of early childhood educators in an artmaking space. I observed art/drawing events of young children and two early childhood educators in two different early childhood centers and interviewed the educators to gather and explore narratives that could become part of the phenomenological reflection and understanding of the phenomena under review. The study’s findings highlight the potential of drawing and artmaking as pedagogical tools in early education, and they also offer insights into how and why early childhood educators might practice radical dialogues with children within a pedagogy of listening.

PENDAMPINGAN MENGUBAH WARNA RGB MENJADI WARNA LAINNYA UNTUK KEGIATAN FINGER PAINTING PADA ANAK USIA DINI

Finger painting is one of the most popular art activities among early childhood. In this context, understanding the concept of color is very important. This research aims to develop assistance that helps early childhood children change colors in finger painting using the RGB (Red, Green, Blue) color concept into other colors. The results of the service show that this assistance is effective in improving children's understanding of color and encouraging richer creative expression. Children who used this assistance showed an increase in understanding of color mixtures and were able to create more diverse finger painting artworks. This research also has practical implications in the context of early childhood art education and development. Although this activity has some limitations, the results provide a basis for further development in the use of mentoring in early childhood art contexts. It is hoped that this research can make a positive contribution in enriching young children's art experiences and facilitating a better understanding of the world of color.

Development and Effects of Early Childhood Art Education Program based on Art Therapeutic Approach for Young Children

목적 본 연구는 미술 치료적 접근에 의한 유아미술교육 프로그램을 개발하고 그 효과를 검증하는데 목적이 있다. 방법 미술 치료와 유아미술교육에 대한 문헌 및 선행연구 분석한 후, 1차 교육프로그램을 개발했다. 전문가 검토와 의견을 수용하여 타당도를 검증하고 최종 프로그램을 완성하였다. 프로그램의 효과를 검증하기 위해 C도 소재 만 5세 유아 30명을 대상으로 실험집단(15명)은 미술 치료적 접근에 기반한 유아미술교육 프로그램, 비교집단(15명)은 미술 요소 중심 유아미술교육 프로그램을 5주 동안 20회 실험하였다. 결과 독립표본 t검증을 통해 자료를 분석한 결과, 미술 치료적 접근에 기반한 유아미술교육 프로그램이 유아의 그리기표상능력, 정서능력 증진에 효과가 있는 것으로 밝혀졌다. 결론 본 연구에서 개발한 프로그램은 유아교육 현장에서 적용할 수 있는 효과적인 미술교육 프로그램이 될 수 있음을 입증한 것이라 할 수 있다.

Discussion on the Teaching Strategy of Children’s Song Singing in Early Childhood art Education

Early childhood education is an important part of enlightenment education, children’s song singing as a lively, rich 
 interesting form of education in kindergarten teaching plays an important role in parenting. Based on this, this paper starts from 
 the analysis of the importance of children’s song singing, and explores the implementation strategies of children’s song singing 
 teaching in early childhood art education, in order to improve the substantive effect of early childhood education and teaching.

SQUAD Art Studio: An Alternative Community-Based Multisite Saturday Art Lab School for Negotiating Theory and Practice in Early Childhood Art Education With Preservice Art Educators and Digital Media

In this article, I share how SQUAD Art Studio functions as an alternative, community-based, multisite Saturday art lab school for negotiating theory and practice with preservice art educators. SQUAD Art Studio educators’ work confronts developmentalist images of children and preconceptions about young children and digital media. We revalue images of children and digital media as we situate them within broader conversations in early childhood studies and art education. We diffract developmentalist images of children as we consider digital media from a feminist new materialist perspective. Our work intervenes in our institutional context. We offer physical and digital sites dedicated to research and practice in early childhood education art that supplant taken-for-granted attitudes toward children, their art, and digital media. In this article, I provide specific outcomes to suggest approaches for art teacher educators who struggle to connect the richness of contemporary theory with the practical constraints within which they work.

Framing Precarity Through Images of the Grievable Life of Children

In this article, I move forward the tradition of visuality, or visual studies, in art education in the following ways: I examine, criticize, and expand concepts that are fundamental to the largely ignored subgroup—early childhood art education. I extend the study of images and visuality to unpack current political apparatuses and affects experienced by the public nationwide. Finally, I grapple with competing notions of care and agency to rethink relationality as a pedagogical possibility.

A Meta-Analysis on the Effects of Early Childhood Culture and Arts Education Program

A Meta-Analysis on the Effects of Early Childhood Culture and Arts Education Program

Early Childhood Art Education of Early Childhood Teachers Perception and Demands Analysis

Early Childhood Art Education of Early Childhood Teachers Perception and Demands Analysis

Serendipity as a Curricular Approach to Early Childhood Art Education

Figure 1. Embodied entanglements between children, paint, luan board, and ketchup and mustard bottles.This article explores how the notion of a serendipitous curriculum relates to young children’s ...

The development and effects of early childhood art education program based on strategies to enhance creativity

The development and effects of early childhood art education program based on strategies to enhance creativity