Embedded Files
The term early childhood educator is used to emphasise the educative nature of the role, to foreground that children are learning from birth and to inspire the professional development of the sector. A socio-cultural understanding of children’s learning is adopted to inform this chapter, predicated on the dynamic nature of the approach and the emphasis on children learning through interactions with others. Since children learn with the support of others, early childhood artists and educators are thus challenged to take a proactive role in children’s learning and in their pedagogical practice in early childhood education and art settings.
The model of pedagogical organisation, below (page 29 in the report) shows the major interactions between novices and experts at the core of the process of engagement between educators, artists and children.
Finally, drawing in part from the literature on effective pedagogy, and the principles underpinning early childhood education, contemporary perspectives on children and those who work with very young children (incorporating both early childhood artists and early childhood educators) are presented. The term early childhood educator is employed. This shift in terminology from the more traditional term ‘practitioner’ is influenced by Amelia Gambetti of the Reggio Emilia schools in Northern Italy who highlighted that to concentrate on the word ‘practice ‘and avoid the word ‘teacher’ or ‘educator’ is to remove the theory of education and pedagogy from the practice.
Early childhood arts includes a wide range of different practices and experiences, including artist workshops, performances and residencies in early childhood settings, the creative arts work that takes place in early childhood settings themselves through early childhood educators, and creative arts activities taking place in young children’s homes and family lives. Early childhood artist is a term used in the report to describe creative professionals or companies in all art-forms (music, visual arts, crafts, photography, dance, theatre, sculpture, literature, environmental arts).
The report uses a down to earth definition of pedagogy, which can be conceived of as a holistic, interactive process where one individual contributes to the learning and development in another.
Arts in Early Childhood Learning and Development
Arts in Early Childhood Learning and Development
You should read and pay attention to the second chapter "The Place of the Arts in Early Childhood Learning and Development". This is based on contemporary thinking and knowledge of child psychology, early learning and development and childhood studies, in particular the theoretical principles and pedagogical approaches to early childhood art-based learning.
The chapter introduces an exploration of the concept of pedagogy. International research on the importance of effective pedagogy in early childhood education and care (ECEC) is then discussed setting out the evidence and rationale for public policy attention to the area of the arts in early childhood. Pedagogical organisation or framing is then considered along with the underpinning concepts of supporting children’s creativity, thinking and language relevant to the practice of early childhood arts.
The importance of interactions between novices and experts (adults and learners) is highlighted throughout and specific interaction strategies thought to enhance children’s learning are identified. The principles underpinning early learning and development in relation to how children learn are then outlined.
In this report creative practice is used to refer to the artist or educator combining their creative and imaginative disposition with excellent facilitation skills to bring to life children’s own ideas and skills, often enhancing the creative learning environment already in place in the setting. In primary education, which tends to be more subject oriented, the artist brings their artistic ability, materials and approach to support children’s development in specific art form skills.
Updated 13. July 2016 Early Childhood Arts Three Perspectives is a publication commissioned by the Irish Arts Council.
There is a report from the Dream Catcher project that summarises the major findings:
Overall the trials demonstrated that the potential in a tool which can help explore children's informal learning, support child voice and facilitate the active role of the child in valuable three-way interactions between children, the home and the early years setting.
“Good idea; wrong technology”: There were several difficulties experienced with the technology used (note that this was in 2009 – many things may have improved).
Dream Catcher was found to be valuable in supporting creative and interactive child-centred approaches and practices in the early years.
House of Objects
House of Objects is about creative recycling and construction of intelligent materials. Inspired by Reggio Emilia’s Remida programme, House of Objects started out as a local authority-funded initiative and now are established independently as a community interest company.
Earlyarts Shared Practice Networks
Earlyarts is a national network for people working creatively with young children and families in the arts, cultural and early childhood sectors. It operates as a social enterprise, attracting both public and private income, and reinvesting any surplus back into the network.
The report then follows up this model of pedagogical organisation, discussing some interaction strategies.
Specific interaction strategies that are considered to enhance children’s creativity, thinking, problem-solving and learning generally (establishing a supportive interpersonal environment, active listening, scaffolding, discussing/questioning, and modelling) are identified. The principles underpinning early learning and development are also outlined. Finally, contemporary perspectives on children and those who work with very young children (incorporating both early childhood artists and early childhood educators) are presented.
The key findings suggest that:
A pedagogy of listening and relationships should prevail in early arts experiences where children are listened to with intentionality and respect. Children are competent learners who are expert in their own lives and learning and merit active participation. Professional preparation should emphasise artists’ and educators’ roles as co-constructors of children’s learning.
In order to improve the outcomes for children’s learning and development, educators and artists need thorough grounding in the theoretical principles underpinning pedagogical and artistic practice and skills in interactions.
Artists and educators need grounding in how to encourage positive dispositions for learning and maintain young children’s natural curiosity, creativity, wonder and reflection, in addition to creating “common knowledge” in first-hand early childhood arts experiences.
The understandings in relation to early learning and development that need to be foregrounded are how children can learn and develop through active exploration and participation in early childhood arts experiences, which in turn need to be integrated in the early childhood curriculum (at home and in settings).
In conclusion, ECEC is enhanced by theories that foreground the cultural and socially constructed nature of learning. From this perspective, learning and development are inextricably intertwined and are enmeshed within the milieu of social relationships. The child develops not in isolation but in the context of family, early childhood educators and artists, neighbourhood, community, society and public policies. Children’s early learning and development, therefore, is a matter for the whole of society.
The literature reviewed in this paper elucidates the importance of early childhood arts experiences as a vehicle to provide ideal opportunities to enhance children’s learning and development. We know that early childhood is the most critical period for all learning and development and that parents and the home learning environment are key. Early childhood artists and educators are uniquely positioned to positively impact on children’s well-being today as the opening quote suggests through enriching creative arts opportunities.
Supporting the Growth of Early Childhood Arts Practice
Supporting the Growth of Early Childhood Arts Practice
This chapter brings together an analysis of the early childhood arts environment, international perspectives on what has worked well in early childhood arts, evidence of impacts of early childhood arts, and case studies of different practices and approaches. Finally, some considerations on the characteristics of success that might influence an early childhood arts strategy.
There is a strong body of evidence pointing to the importance and value of early childhood arts, for children’s learning and development, for family and community, and for society in general:
High quality arts experiences in early childhood have a very significant impact on learning and development, with, in many cases, life-long impact.
Early childhood arts can have significant positive impacts on parent-child relationships and on engaging families in further arts and cultural opportunities.
Effective arts interventions can lead to decreased social problems and inequality.
High quality arts experiences in early childhood can impact the brain’s development in other areas: for instance music activities can help language learning.
Creative, play-based experiences in early childhood can lead to formation of well-rounded personalities with better mental health.
Early childhood arts can help develop intrinsic human qualities, such as creativity, expression, identity, culture and imagination.
Early childhood arts can impact positively on confidence, self-esteem, agency and behavioural health.
Early childhood arts can impact on cognitive development by enhancing a wide range of curriculum foci (e.g. language development, numeracy, literacy, personal/social/emotional/ physical/spiritual development and understanding of people and cultures).
Early childhood arts can lead to a direct improvement in academic achievements.
Early childhood arts can help to improve the practice and pedagogy in early childhood settings, including professionals’ confidence and understanding of child development.
When introduced into early childhood training and workforce development, the arts can have an indirect but important effect on children’s engagement in learning.
Early childhood arts can have a strong impact on children’s subsequent abilities in the arts.
Collaborations that encompass the perspective of artists, early childhood professionals, children and parents can result in a much deeper understanding of, and attention to, a child’s needs and interests, leading to fulfilment both immediately and later on in life.
Case studies of exemplar practice and programmes
Case studies of exemplar practice and programmes
Appendix 2 (page 86) presentes 19 different case studies. All case studies are relevant, but I would like to emphasise some in particular:
Dream Catcher
Dream Catcher is a project from 2009. Very innovative at that time, using wrist-worn digital camera for children to capture ideas and emotions. Dream Catcher is a tool that helped young children (3–5 years) made video recordings and took photographs in order to share their stories, thoughts, and feelings with their family at home and their professionals at the early childhood setting. Dream Catcher aimed to highlight the importance of child voice and showcase the multi-faceted, creative and playful ways in which children engage in self-directed informal learning.
The Delors report (1996) summarised the essence of education as:
learning to know:
developing one’s concentration, memory skills and ability to think
learning to do:
communication, team and problem solving skills, ability to take initiative
learning to live together:
empathy, curiosity, and strong interpersonal skills
learning to be:
developing imagination and creative expression, ability to know oneself and know others
International recommendations
International recommendations
You do not need to read the whole first chapter (pages 1-14), but do look at the concluding remarks with some international recommendations for Early Childhood Education and Care (ECEC). These recommendations are relevant across different countries, and refer to a growing body of literature and evidence based policy that supports the development of high quality ECEC in general.
5x5x5=creativity
5x5x5=creativity is a research network and partnership projects designed to build core learning dispositions through creative activity.
Have a look at forestofimagination.org.uk.¨
A UNESCO/Brooking report (2013) What every child should learn identified 7 domains of learning across pre-primary, primary and second level education:
Physical well-being
Social and emotional
Culture and the arts
Literacy and communication
Numeracy and mathematics
Science and technology
Specifically Culture and the arts included sub domains of:
Creative Arts
Cultural Knowledge
Self and Community Identity
Awareness of and respect for Diversity.
Examples of learning to be accessed included creative expression, including activities from areas of music, theatre, dance or creative movement and the visual, media and literary arts. Also cultural expression in families, schools, community and country.
Perhaps somewhat less relevant in our setting, but still an important backdrop: the OECD report, Starting Strong III introduces five policy levers that are found to be effective in encouraging quality in ECEC by international research:
Setting out quality goals and regulations.
Designing and implementing curriculum and standards.
Improving qualifications, training and working conditions.
Engaging families and communities.
Advancing data collection, research and monitoring.
Page updated
Google Sites
Report abuse