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Relevant bibliographies by topics / Art education|Early childhood education

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Journal articles

Academic literature on the topic 'Art education|Early childhood education'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "Art education|Early childhood education"

1

Garvis, Susanne, and Danielle Twigg. "Exploring Art in Early Childhood Education." International Journal of the Arts in Society: Annual Review 5, no. 2 (2010): 193–204. http://dx.doi.org/10.18848/1833-1866/cgp/v05i02/35830.

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2

Gönen, Mübeccel, Emine Hande Aydos, and Ayça Ülker Erdem. "Experiences of candidate preschool teachers on art education and implementations." International Journal of Innovative Research in Education 3, no. 1 (2015): 42. http://dx.doi.org/10.18844/ijire.v1i1.118.

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In early childhood period, art education has a crucial effect for children’s gaining aesthetic perception, attitude and skills. Early childhood educators and teacher candidates need to have enough knowledge and skills while planning and implementing art activities and they should make this process enjoyable and effective for the children. Within this context, the aim of the study is to examine the explanation of art education, ideas about the importance of art education of early childhood education teacher candidates, methods and techniques used by them in implementation process and what they do to develop themselves. In the light of findings, early childhood education teacher candidates think art education is important. There are explanations about the importance of art education as creativity, motor and social development and school readiness. During the implementation process of art activity, teacher candidates use mostly coloring, cutting-gluing, waste material and kneading materials. Also, in order to develop themselves, teacher candidates have stated that they make literature review, follow the social media and blogs, participate in seminars and educations and ask to field expert. Keywords: early childhood, art education, teacher candidate.

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3

Shih, Yi-Huang. "The Research of Early Childhood Art Education in Taiwan." Children and Teenagers 1, no. 1 (2018): 24. http://dx.doi.org/10.22158/ct.v1n1p24.

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<p><em>In general, the research of early childhood art education </em><em>has its importance. For this reason, </em><em>research into early childhood art education </em><em>in Taiwan has been emphasized by scholars, in the hope that</em><em> </em><em>preschool</em><em> teachers can better understand the </em><em>early childhood art education. By reading, analyzing and discussing related studies, </em><em>t</em><em>his paper aims to explore the research of early childhood art education </em><em>in Taiwan. Hopefully, such an exploration can help teachers </em><em>understand </em><em>concepts related to </em><em>early childhood art education, and most importantly develop an excellent praxis of early childhood art education. After reading, analyzing and discussing related studies, the research issues of early childhood art education </em><em>in Taiwan </em><em>we identified are as follows: (1) young children’s art making processes, (2) the practice of implementing an aesthetic thematic curriculum, (3) the development of learning indicators of the aesthetic domain for kindergarten curriculum in Taiwan, (4) the teaching principles of aesthetic education in early childhood, (5) multicultural art education for children, (6) investigation of art education in kindergartens, (7) children’s art learning with parents, (8) making use of picture books to design a suitable art integrated curriculum for children, (9) teaching art appreciation in kindergarten, (10) employee retention and collaboration with art institutions on early childhood education, (11) integrating mangrove environmental education into art teaching for young children, and (12) the progress of implementing aesthetic feelings by integrating a community based viewpoint.</em></p>

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4

Bharadwaj, Kumkum. "MUSIC EDUCATION IN EARLY CHILDHOOD -AN ANALYSIS." International Journal of Research -GRANTHAALAYAH 3, no. 1SE (2015): 1–2. http://dx.doi.org/10.29121/granthaalayah.v3.i1se.2015.3388.

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The main aim of education is not only giving the knowledge but education is the acquisition of the art of utilization of knowledge. This is an art very difficult to impart .The general purpose of education is the faster growth of individual knowledge in each human being. In human beings projection of individual is only possible by fine arts. Fine arts includes music, dance, architecture, sculpture, painting, literature etc. Music is a performing art. The main aspect of music is Naad. According to Indian views the place of Naad has taken Dhwani. Naad or dhwani is very useful in music. It is the base of music. The main elements of music are -Swar-In Indian music, there are 7 and in western music “swar” are 8.Taal- There are 3 types of Taal- Mandra, Madhya, and Drut.Aaroh- Avroh-Rhythm. (Pitch higher/lower)Goonj (Echo) - Pratidhwani/Reverberation.Anunaad-Resonance.Kaku-Modulation (Scale)

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5

Kim, Min-Jung. "Early Childhood Art Education of Early Childhood Teachers Perception and Demands Analysis." Korean Association For Learner-Centered Curriculum And Instruction 21, no. 5 (2021): 15–25. http://dx.doi.org/10.22251/jlcci.2021.21.5.15.

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6

Barbour, Nancy Benham. "Early Childhood Gifted Education: A Collaborative Perspective." Journal for the Education of the Gifted 15, no. 2 (1992): 145–62. http://dx.doi.org/10.1177/016235329201500204.

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Young gifted children are presently an underserved population. The concern for meeting the needs of these children is evident in recent funding initiatives. The dilemmas involved in serving young gifted children may best be solved by a collaborative venture between the two parent fields: Early Childhood Education and Gifted Education. The following paper examines the state-of-the-art in each field and identifies points of intersection. By combining the best practices in each, service to this population can be enhanced.

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7

Walsh, Daniel J. "Art as Socially Constructed Narrative: Implications for Early Childhood Education." Arts Education Policy Review 94, no. 6 (1993): 18–23. http://dx.doi.org/10.1080/10632913.1993.9936937.

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8

Kaplan, Heather. "Serendipity as a Curricular Approach to Early Childhood Art Education." Art Education 73, no. 6 (2020): 24–29. http://dx.doi.org/10.1080/00043125.2020.1788345.

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9

Ravanis, Konstantinos. "EARLY CHILDHOOD SCIENCE EDUCATION: STATE OF THE ART AND PERSPECTIVES." Journal of Baltic Science Education 16, no. 3 (2017): 284–88. http://dx.doi.org/10.33225/jbse/17.16.284.

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The last twenty-five years have seen an increase in the development of an area of educational research and implementation which is known internationally as Early Childhood Science Education. In fact, this is a broad framework within which different theoretical trends coexist with corresponding research orientations and fields of teaching applications. These trends converge in an effort to study the mechanisms of initiation of children aged 4-8 years into the properties of the materials and objects and into the phenomena and concepts of Natural Sciences. When the first relevant efforts began to take shape, valid questions were raised as to whether the systematic approach to Natural Sciences at such an early age was desirable, possible and feasible.

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10

Kim, Geun hye, and Eun Ju Seo. "Analysis of Early Childhood Teacher's Needs about Teacher Education and Reeducation on Early Childhood Art." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 22 (2018): 321–41. http://dx.doi.org/10.22251/jlcci.2018.18.22.321.

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