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KS1: The processes and stages of children's and/or adolescent's artistic and aesthetic development.
Evidence 1: Sample of artworks from different developmental stages.
Description: These five images represent artworks from five different students, each in a different grade or developmental stage. The following grades are represented: kindergarten, 2nd grade, 5th grade, 8th grade, and 11th grade.
Kindergarten
2nd grade
5th grade
8th grade
11th grade
Analysis: In working with students ages 5 to 18 throughout my teaching career, I have witnessed that children learn at different stages of development as they grow. Expectations of educational performance for a kindergartener and that of a high school student will vary greatly. A less obvious example is that a kindergartener and a second grader's abilities to complete tasks in the classroom also vary. It is important to know what reasonable expectations to have for students of different ages in order to support the success of students in the classroom. Educators create and follow curricula that best suits the age or grade with which they are working. Lesson plans can be adjusted to accommodate different grade levels, to a degree, but educators must be aware of what is deemed appropriate to teach and how to communicate the expectations to those grade levels.
These five photos illustrate artwork completed by five different grade levels: kindergarten, 2nd grade, 5th grade, 8th grade, and 11th grade. The artistic abilities range greatly between these grades and therefore the lesson plans and expectations vary as well.
Evidence 2: Book:Yardsticks
Description: This book gives clear descriptions of children's development, ages 4 to fourteen. Designed for parents and educators, Yardsticks explains what the basic necessities are for children to succeed in school and in their lives. It breaks down the physical, social-emotional, language, and cognitive stages of development for each age as well as what can be expected in the classroom and age appropriate curriculum should look like for each age. It is a user-friendly reference that is accessible to any adult wanting to learn more about children's development.
Analysis: I read this book early in my after school directing career. I found it to be extremely helpful as I wanted to learn more about developmental stages of children. At the time, I was caring for students ages 5-15, and this book helped me shape an after school curriculum for my students.
Resource: Wood, Chip, (1994). Yardsticks. Stenhouse Publishers.
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