Art

Curriculum Area: Art

Art in early childhood education offers rich opportunities for children to express their ideas, emotions, and identities through visual media. It allows children to make choices, experiment with materials, and represent their experiences creatively. Artistic experiences promote imagination, problem-solving, and innovation. When children paint, draw, sculpt, or collage, they develop both fine motor skills and the ability to communicate without words. Art also provides a platform for inclusive, culturally responsive practice, as children use their own symbols and perspectives to create meaning. A rich art curriculum nurtures confidence, agency, and creative thinking in young learners.

The Reggio Emilia approach positions children as capable, creative thinkers who use “100 languages” to express themselves, with art being a key medium. Piaget supports art in the preoperational stage (2–7 years) as a way for children to symbolise their thinking. Howard Gardner’s Multiple Intelligences Theory recognises visual–spatial intelligence, highlighting how children learn through images, colour, and form. Vygotsky emphasises the social aspect of artmaking—how creative expression is shaped through interaction and scaffolding. These theories show that creativity in art is not just about product, but about the thinking and meaning behind the process.

To foster creativity through art, educators can provide open-ended materials such as watercolours, clay, natural materials, fabric, charcoal, and recycled items. Digital tools such as iPads with drawing apps (e.g., Doodle Buddy), digital microscopes, and stop-motion animation apps (e.g., Stop Motion Studio) also extend creativity into the digital realm. Documentation tools like See Saw or ClassDojo can capture children’s artistic processes. Environments should be set up with accessible art stations that invite choice, experimentation, and layering of materials.

0–2 Years

Finger Painting Exploration

Children explore primary colours with non-toxic finger paint on large paper. Educators encourage free movement and sensory engagement.

Source: NSW Department of Education, 2023

Mark Making with Natural Materials
Using leaves, sticks, and sponges dipped in paint, infants explore texture and patterns. Educators narrate children’s actions to build language.
Source: Duffy, B. (2006). Supporting Creativity and Imagination in the Early Years.

2–3 Years

1. Mirror Self-Portraits

Children draw themselves using crayons or pastels while observing in a mirror, fostering identity and self-expression.
Source: Edwards, C., Gandini, L., & Forman, G. (2012). The Hundred Languages of Children.

2. Clay Play Shapes
Children pinch, roll, and shape clay to create forms. Educators scaffold vocabulary like “twist,” “flatten,” “smooth.”
Source: Craft, A. (2005). Creativity in Schools: Tensions and Dilemmas.

Loose Parts Collage

3 - 5 Years

Loose Parts Collage
Children create artworks using bottle caps, buttons, leaves, and fabric. Educators ask open-ended questions like, “What else could you add?”
Source: Daly & Belo Glovsky (2015). Loose Parts: Inspiring Play in Young Children.
Story Art
After reading a story, children draw or paint their favourite scene. Educators discuss the meaning behind their images.
Source: Ewing, R. (2010). The Arts and Australian Education.

Digital Drawing with iPads

6–8 Years

Digital Drawing with iPads
Children use drawing apps to design imaginary creatures. They explain features and invent stories about them.
Source: Fleer, M. (2014). Digital Play in the Early Years.

2. Collaborative Mural Project
In small groups, children plan and create a mural based on a shared theme (e.g. "Our Community").
Source: Wright, S. (2012). Children, Meaning-Making and the Arts.

Video

Critical Reflection and Evaluation

The enactment of Mirror Self-Portrait Drawing and Finger and Hand Painting Exploration highlighted the importance of open-ended, process-based art experiences in early childhood education. In the self-portrait activity, children were observed carefully studying their reflections and confidently choosing how to represent themselves. This experience effectively supported identity development, creativity, and fine motor skills. It also encouraged children to explore facial features, colours, and emotional expression, aligning with EYLF Outcomes 1 and 5.

The finger-painting activity promoted sensory exploration, creative confidence, and joy. Children actively engaged in colour mixing, hand movements, and texture discovery. It was evident that the freedom to make marks without expectation allowed children to express themselves spontaneously, supporting Outcome 4: confident and involved learners.

One aspect that went well was the high level of engagement and enthusiasm in both activities. Children demonstrated creative agency, autonomy, and shared their interpretations freely. However, one area to improve was providing more individual time and differentiated support for those who were hesitant in front of the mirror. In future, I would offer visual prompts (like photo books) or provide quieter, one-on-one portrait sessions. Overall, both experiences were valuable in facilitating creativity, confidence, and meaningful expression in young learners.

Page updated

Google Sites

Report abuse