Log in

Relevant bibliographies by topics / Art education|Early childhood education / Journal articles

To see the other types of publications on this topic, follow the link: Art education|Early childhood education.

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

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Art education|Early childhood education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

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 (December 15, 2015): 42. http://dx.doi.org/10.18844/ijire.v1i1.118.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

Shih, Yi-Huang. "The Research of Early Childhood Art Education in Taiwan." Children and Teenagers 1, no. 1 (April 11, 2018): 24. http://dx.doi.org/10.22158/ct.v1n1p24.

Full text

Abstract:

<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>

APA, Harvard, Vancouver, ISO, and other styles

4

Bharadwaj, Kumkum. "MUSIC EDUCATION IN EARLY CHILDHOOD -AN ANALYSIS." International Journal of Research -GRANTHAALAYAH 3, no. 1SE (January 31, 2015): 1–2. http://dx.doi.org/10.29121/granthaalayah.v3.i1se.2015.3388.

Full text

Abstract:

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)

APA, Harvard, Vancouver, ISO, and other styles

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 (March 15, 2021): 15–25. http://dx.doi.org/10.22251/jlcci.2021.21.5.15.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

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

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Kaplan, Heather. "Serendipity as a Curricular Approach to Early Childhood Art Education." Art Education 73, no. 6 (October 20, 2020): 24–29. http://dx.doi.org/10.1080/00043125.2020.1788345.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Ravanis, Konstantinos. "EARLY CHILDHOOD SCIENCE EDUCATION: STATE OF THE ART AND PERSPECTIVES." Journal of Baltic Science Education 16, no. 3 (June 25, 2017): 284–88. http://dx.doi.org/10.33225/jbse/17.16.284.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

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 (November 30, 2018): 321–41. http://dx.doi.org/10.22251/jlcci.2018.18.22.321.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Terreni, Lisa. "Visual Arts Education for Young Children In Aotearoa New Zealand." Journal of Childhood Studies 41, no. 4 (February 21, 2017): 50. http://dx.doi.org/10.18357/jcs.v41i4.16718.

Full text

Abstract:

<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>Visual art education plays a significant role in fostering </span><span>young children’s learning, thinking, and communicating. </span><span>In New Zealand, approaches to early childhood visual </span><span>art education have developed in response to international educational theories and trends, which, over the years, have often resulted in changes to pedagogy and practice in this domain. Currently, the national early childhood curriculum Te </span><span>Whāriki includes references to visual art education in many </span><span>of its learning strands. Whilst the curriculum has a strong sociocultural orientation to learning and teaching, approaches to early childhood visual art education are diverse. A brief historical overview of early childhood visual arts education in </span><span>New Zealand is presented and, to conclude, three examples of </span><span>current, innovative art projects are discussed. </span></p></div></div></div></div>

APA, Harvard, Vancouver, ISO, and other styles

12

Nurwita, Sysva. "MENINGKATKAN PERKEMBANGAN SENI ANAK MENGGUNAKAN MEDIA SMART HAFIZ DI PAUD AIZA KABUPATEN KEPAHIANG." Early Childhood Research and Practice 1, no. 01 (June 15, 2020): 34–37. http://dx.doi.org/10.33258/ecrp.v1i01.1070.

Full text

Abstract:

The purpose of this study was to determine the development of children's art using Smart Hafiz media. Early childhood has unique characteristics, each of which is different from one another. Education plays an important role at this time. This is because early childhood is a golden age that cannot be repeated a second time. Early childhood education is children aged 0-6 years, early childhood education has a very important role in developing children's personalities and preparing children to enter further education levels. The method used was PTK with data sources, namely 15 students of Paud AIZA Kepahiang Regency. The results obtained were the development of children's art developed very well with a score of 84.3%. The development of children's art is supported by the media used, namely Smart Hafiz media which has a lot of interesting content so that children's learning activities are not monotonous and the development of children's art is increased.

APA, Harvard, Vancouver, ISO, and other styles

13

Boldermo, Sidsel, and Elin Ødegaard. "What about the Migrant Children? The State-Of-The-Art in Research Claiming Social Sustainability." Sustainability 11, no. 2 (January 16, 2019): 459. http://dx.doi.org/10.3390/su11020459.

Full text

Abstract:

This study aimed to investigate research articles that relate to education for sustainability, primarily in early childhood, in order to describe to what extent a holistic perspective on education for sustainability has been applied, and how the social dimension is conceptualized. The review comprised research articles in Nordic Journals of Education, International Journals of Early Childhood Education, and International Journals of Education/Environmental/Sustainability education. The findings disclosed that researchers within the field of education for sustainability acknowledged, to a large extent, environmental, economic, and social aspects, and thus applied a holistic perspective. This review shows, however, that even if the social dimension were conceptualized as strongly related to topics such as social justice, citizenship, and the building of stable societies, few articles have investigated diversity, multicultural perspectives, or migrant children’s situations in the context of early childhood education for sustainability. This review discloses that the concept of belonging is rarely used in connection to migrants and refugees in research on early childhood education for sustainability. A further argument encourages the inclusion of these aspects in further research which claims social sustainability.

APA, Harvard, Vancouver, ISO, and other styles

14

Ismail, Hazhari, Mohamad Albaree Abdul, and Iylia Mohamad. "The effect of Islamic visual art education on social development of preschool children." Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan 8 (December 23, 2019): 1–7. http://dx.doi.org/10.37134/jpak.vol8.1.2019.

Full text

Abstract:

The art education is seen as important in children’s early childhood education and it is extensively acknowledged. This study emphasizes the value of Islamic visual art among preschool children and explores the methods of teaching art in preschools as well as on the approaches used to support the children’s learning, particularly on the development of social skills. The method was intended to consider the implications of Islamic visual art education in a qualitative view. Classroom structured observations were conducted mainly on the Islamic visual art painting and drawing activities among children participating in Islamic visual art activities to gauge the social skills development in the children according to their age level by referring four main attributes in social skills; communication, group, support and conflict resolution. The identified emerging findings include the importance of Islamic visual art education in order to develop social skills for children and in considering the positive relationship between children and teachers to support children’s development in their early childhood settings. Hence, Islamic visual art activities could be considered an essential tool of the pedagogy in addressing problems regarding children’s development and learning in early childhood, where the revision of art curriculum is required across the subject and holistic development of children.

APA, Harvard, Vancouver, ISO, and other styles

15

Gita Swari, Sarasvati, Dewa Komang Tantra, and Ni Putu Astiti Pratiwi. "Classroom Communication in Early Childhood Education." Journal of Education Research and Evaluation 4, no. 4 (November 9, 2020): 328. http://dx.doi.org/10.23887/jere.v4i3.27097.

Full text

Abstract:

This study aims to investigated the speech act types and communication strategies in early childhood education. This research was a classroom research. Data were collected through unobtrusive observation during learning interactions. The obtained data were analyzed qualitatively. The recorded children’s and teachers’ speech acts were totaled 360. The research findings are as follows. Firstly, the recorded speech consisted of four types, they are: directive, expressive, declarative, and assertive acts. Directive acts were the most frequently used (93.3%), followed by expressive acts (5%), assertive acts (1.4%), and declarative acts (0.3%). The telling speech acts dominated the verbal interactions (44.4%) followed by request speech acts (32.2%). Secondly, 360 communication strategies were found. The telling and request sub-speech acts were delivered using compensatory strategies (96.11%). The teachers used 280 code-switching strategies (77.78%) while the children used none (0%); 14 non-linguistic forms strategies (3.89%) were used by the teachers while 6 self-repairs strategies (1.67%) by the children; 14 all-purpose words strategies (3.89%) were used by the teachers while none (0%) by the children; 14 asking for repetitions strategies (3.89%) were used by the teachers while none (0%) by the children; none filters/hesitation devices strategy (0%) was used by the teachers while 8 (2.22%) by the children; none (0%) literal translation strategy was used by the teachers while 12 (3.33%) by the children. The most frequently directive acts imply towards the effectiveness of the children’s communicative skill.

APA, Harvard, Vancouver, ISO, and other styles

16

Boyd, Wendy, and Lexi Cutcher. "Learning from Early Childhood Philosophy, Theory and Pedagogy: Inspiring Effective Art Education." Australasian Journal of Early Childhood 40, no. 1 (February 2015): 91–98. http://dx.doi.org/10.1177/183693911504000112.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Vidya Kharishma and Ulfa Septiana. "Vidya Kharishma PELATIHAN TEKNIK ECOPRINT UNTUK GURU PAUD." PROSIDING: SENI, TEKNOLOGI, DAN MASYARAKAT 2 (January 27, 2020): 183–87. http://dx.doi.org/10.33153/semhas.v2i0.119.

Full text

Abstract:

One of early childhood education that can help children to convey ideas and imagination is art. Eco-print is atechnique of art that utilizes natural materials as its ingredients. It has the potential to be a teaching materialin early childhood education so children can appreciate and learns environmentally friendly art by harness thenatural material around them. However, an eco-print lesson in early childhood education is still scarce due tothe lack of teaching materials and the lack of the teacher’s knowledge, specifically about eco-print techniquesfor early childhood education. This problem initiates the author to design training and teaching materials abouteco-print techniques for teachers of early childhood education. Before the training conduct, there will beresearch preparation, analysis of participant needs, trial and error design of the eco print. After then, evaluationconduct between trainer and participant. Based on an analysis of participant needs, the best eco-printtechnique for this training is hammering, which is the most straightforward eco-print technique. However, thehammering technique, which usually uses a hammer, is replaced with pestle wood because it is safer forchildren. The implementation of training was carried successfully in the South Jakarta through the POSDAYAcommunity. The result shows that teachers can accept the teaching materials due to the nature of its easyimplementation, easily obtained material, and safety procedures.

APA, Harvard, Vancouver, ISO, and other styles

18

Trafí, Laura. "A Visual Culture Art Education Curriculum for Early Childhood Teacher Education: Re-Constructing the Family Album." International Journal of Art & Design Education 27, no. 1 (February 2008): 53–62. http://dx.doi.org/10.1111/j.1476-8070.2008.00557.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Xiao, Shufang, and Zhiyuan Xiao. "Current Situation and Development Strategy of Preschool Art Education." Lifelong Education 9, no. 6 (September 28, 2020): 174. http://dx.doi.org/10.18282/le.v9i6.1335.

Full text

Abstract:

In recent years, with the continuous deepening of education reform, the education sector has put forward higher requirements for early childhood education. It is necessary to give full play to the advantages of art education and cultivate the creativity of young children. At this stage, there are still many problems in children's art education, which is not conducive to the cultivation of children's creative ability. Under the new educational background, it is necessary to innovate children's art education models and cultivate children's artistic literacy.

APA, Harvard, Vancouver, ISO, and other styles

20

Sims, Margaret, and Karl Brettig. "Early childhood education and early childhood development: Do the differences matter?" Power and Education 10, no. 3 (May 8, 2018): 275–87. http://dx.doi.org/10.1177/1757743818771986.

Full text

Abstract:

In many Western nations (an area of the world identified by Connell as the Global North), the early childhood sector has positioned itself within the education discourse. This positioning brings along with it the neo-liberal agenda in relation to education – i.e. that education’s key aim is the preparation of employable future employees (children as human capital). Along with this is the increasing imposition of employer-identified skills and knowledges on the curriculum in order to shape children, through education, into the ‘right’ attitudes, dispositions and knowledges. Thus, early childhood education has become increasingly subject to external accreditation, whereby services are evaluated based on their adherence to predetermined standards. Early childhood educators’ work has increasingly required the operation of a panoptic view of children, whose every behaviour is observed, recorded and judged. The authors argue that such standards, in some contexts, act as barriers to effective service delivery and present examples of work from the Global South, demonstrating how an early childhood development focus facilitates a holistic approach to early childhood service delivery. The authors demonstrate how that development focus can be operationalised in the Global North and suggest that, as the sector proceeds towards professionalisation, it needs to consider its direction.

APA, Harvard, Vancouver, ISO, and other styles

21

Craw, Janita. "Making art matter-ings: Engaging (with) art in early childhood education, in Aotearoa New Zealand." Journal of Pedagogy 6, no. 2 (December 1, 2015): 133–53. http://dx.doi.org/10.1515/jped-2015-0018.

Full text

Abstract:

Abstract This article examines the special nature of Te Whāriki, Aotearoa New Zealand’s early childhood national curriculum, as a dynamic social, cultural document through an exploration of two art-inspired imaginary case studies. Thinking with Te Whāriki retains the potential to ignite thinking post-developmentally about art, pedagogy and practice in teacher education, and in the field. It offers examples of how creating spaces for engaging (with) art as pedagogy acts as a catalyst for change, art offers a dynamic way of knowing, and being-with the different life-worlds we inhabit. While new paradigms for thinking and practicing art in education continue to push the boundaries of developmentally and individually responsive child-centred pedagogies, an emphasis on multiple literacies often gets in the way. This prohibits opportunities for engaging in other more complex approaches to pedagogy and art as subject-content knowledge, something essential for developing a rich curriculum framework. The article draws on research that emphasises the importance of teacher education in opening up spaces for thinking about (the history of) art in/and of education as more than a communication/language tool. It considers an inclusive and broad knowledge-building-communities approach that values the contribution that art, artists, and others offer the 21st early learning environments we find ourselves in.

APA, Harvard, Vancouver, ISO, and other styles

22

Saracho, Olivia N., and Bernard Spodek. "Children's Play and Early Childhood Education: Insights from History and Theory." Journal of Education 177, no. 3 (October 1995): 129–48. http://dx.doi.org/10.1177/002205749517700308.

Full text

Abstract:

Play has long been a significant part of early childhood education programs. How play is used in programs today, as well as how it is regarded, often relates to how play has been conceived at various times in the past. Understanding how play has been interpreted throughout history and how educators and psychologists view play today can help teachers of young children better understand the nature of play and how to use it in early childhood programs. This article reviews the history of the portrayal of play in art and literature, and both the classical and contemporary theories of play.

APA, Harvard, Vancouver, ISO, and other styles

23

Song, Min-Seo, and Soon-Ohk Hong. "Development of art integrated early childhood science education program for improving creativity." Journal of Korea Open Association for Early Childhood Education 24, no. 1 (February 28, 2019): 425–49. http://dx.doi.org/10.20437/koaece24-1-17.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Booyeun Lim, 정진성, and 신예람. "Meaning of aesthetical art materials in formative activities of early childhood education." Korean Journal of Early Childhood Education 35, no. 1 (February 2015): 259–80. http://dx.doi.org/10.18023/kjece.2015.35.1.012.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Eckhoff, Angela. "Art experiments: introducing an artist‐in‐residence programme in early childhood education." Early Child Development and Care 181, no. 3 (April 2011): 371–85. http://dx.doi.org/10.1080/03004430903388089.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Peukert, Ursula. "Early Childhood Education as a Scientific Discipline: a state‐of‐the‐art perspective." International Journal of Early Years Education 7, no. 3 (October 1999): 213–21. http://dx.doi.org/10.1080/0966976990070301.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Lee, Soo-Yeon. "A Study on Content Design for Early Childhood Formative Hangul Education based on Discipline-Based Art Education." TECHART: Journal of Arts and Imaging Science 1, no. 4 (November 30, 2014): 22. http://dx.doi.org/10.15323/techart.2014.11.1.4.22.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Wahyuningtyas, Dessy Putri. "Early Childhood Education Based on Life Skills for Street Children in Surabaya." Elementary: Jurnal Ilmiah Pendidikan Dasar 5, no. 1 (June 25, 2019): 39. http://dx.doi.org/10.32332/elementary.v5i1.1365.

Full text

Abstract:

Life skills of early childhood consist of personal skills and social skills. In life skills-based education in early childhood is of course related to aspects of child development, namely physical, cognitive, language, social emotional, and spiritual. This research method uses normative research, with the approach used in life skills-based education is a contextual approach. While the methods used are interactive methods, role playing, open discussion and small group activities can also use modeling, observation, situation analysis, one to one rehearsal, debates, and games as a method of theaching life skills. This life skills-based early childhood education program consists of daily living skills and personal or social skills with practical life, sensory, mathematics, language art, and cultural activities that are useful for children’s personal development.

APA, Harvard, Vancouver, ISO, and other styles

29

Nengsih, Zarlia. "Upaya Sekolah dalam Melibatkan Ayah pada Pendidikan Anak Usia Dini." Tadabbur: Jurnal Peradaban Islam 2, no. 2 (November 10, 2020): 232–45. http://dx.doi.org/10.22373/tadabbur.v2i2.17.

Full text

Abstract:

A father has taken very important role in his children's life. The involvement of a father in the life of his child could considerably help his child’s growth in education. Therefore, a father should not put his responsibility in educating children on to his wife’s shoulder (to the mother) only, by having the reason that he is quite busy with his works. Simultaneously, the school has a great opportunity to help the child’s father to be involved in early childhood education. The objective of this study is to analyze the role of the child’s father in early childhood education, its correlation to the school’s programs and its strategies in involving the child’s father in early childhood education in the PAUD of Griya Ceria, and then to find out the constraints experienced by the school in involving the father in early childhood education in this school. This study uses a qualitative method with a descriptive analysis approach. The data was collected through interview techniques, observation, and documentation. The result of the data analysis disclosed: (1) the role of the father in early childhood education in PAUD of Griya Ceria. This includes caring, spending for the living, shaping the intelligence, loving and giving good examples to the child. (2) The PAUD of Griya Ceria has carried out some programs to involve the father in early childhood education. Among them are parenting, art performances, communication with parents, and report card distribution. (3) There are some constraints faced by the school in involving fathers in early childhood education such as the children’s fathers who are busy, the working mothers and the absence of male teachers in the school.

APA, Harvard, Vancouver, ISO, and other styles

30

Kisiel, Mirosław. "Pedagogical and artistic coordinates for professional vocational training of an early Childhood Education teacher." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky, no. 3 (128) (October 31, 2019): 91–97. http://dx.doi.org/10.24195/2617-6688-2019-3-13.

Full text

Abstract:

The article presents innovative solutions to improve the music competences of future teachers as a pedagogical and artistic support for vocational training. It also shows opinions of respondents on the implementation of music measures and the opportunities of assessing the effects resulting from the evaluation of the project “Practice Makes Perfect, i.e. Art in Education”. Keywords: pedagogical and artistic coordinates of vocational training, future teachers, art in education.

APA, Harvard, Vancouver, ISO, and other styles

31

Kindler, Anna M. "Myths, Habits, Research, and Policy: The Four Pillars of Early Childhood Art Education." Arts Education Policy Review 97, no. 4 (April 1996): 24–30. http://dx.doi.org/10.1080/10632913.1996.9935068.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Kaplan, Heather. "Border Materials, Early Childhood Art Education, and the Ontological Persistence of American Flexibility." Studies in Art Education 60, no. 2 (April 3, 2019): 120–31. http://dx.doi.org/10.1080/00393541.2019.1600220.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Hermógenes, Andresa Teixeira, and Valéria Marta Nonato Fernandes MOKWA. "THE PRESENCE OF THE ART IN EARLY CHILDHOOD EDUCATION: DIFFERENT METHODOLOGIES FOR LEARNING." Nucleus 14, no. 1 (April 30, 2017): 17–26. http://dx.doi.org/10.3738/1982.2278.1732.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Moffett, Chris. "The Play of Art: Propensity and Pedagogy in Contemporary Chinese Early Childhood Education." Studies in Art Education 62, no. 3 (July 3, 2021): 222–35. http://dx.doi.org/10.1080/00393541.2021.1936425.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Atkinson, Kim. "Everything in My Hand: Reflecting on Meanings and Processes of Art in Early Childhood Settings." Journal of Childhood Studies 39, no. 2 (April 30, 2014): 33–36. http://dx.doi.org/10.18357/jcs.v39i2.15222.

Full text

Abstract:

This paper explores art practices in early childhood education and care. Drawing on the author’s work as an early childhood educator and as a pedagogical facilitator working with educators and children, this paper challenges developmental perspectives of art as leading to particular learning outcomes. By presenting concepts of modern art and artists and using these as a lens through which to view children’s art, the author suggests new approaches in thinking about children, materials, and art processes.

APA, Harvard, Vancouver, ISO, and other styles

36

Cabral, Marta. "Story, not Gadget. Digital Media as Art Materials and Curatorial Tools in Early Childhood Art Education." International Journal for Infonomics 8, no. 4 (December 1, 2015): 1084–90. http://dx.doi.org/10.20533/iji.1742.4712.2015.0130.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Kim, Yong Hee, and Hye Kyoung Hwang. "The Development and the Effects of an Early Childhood Ecological Art Education Program for Pre-service Early Childhood Teachers." Journal of Educational Studies 47, no. 4 (December 31, 2016): 29. http://dx.doi.org/10.15854/jes.2016.12.47.4.29.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Wulandari, Retno Tri, and Usep Kustiawan. "Evaluation Study of Early Formal Education Teacher Competence in Early Childhood Learning Dance at Kindergartens in Malang, Indonesia." Research on Education and Media 10, no. 1 (June 1, 2018): 3–8. http://dx.doi.org/10.1515/rem-2018-0002.

Full text

Abstract:

Abstract This study aims to define Early Formal Education teacher competence in the learning of dance art in kindergarten in Malang. This study uses a descriptive design with quantitative and qualitative approaches. The population is kindergarten teachers in Malang. The sample uses a proportional random sampling technique that amounted to 15 kindergarten teachers from five sub-districts in Malang, each sub-district represented three teachers from different kindergartens. The data collection technique used a questionnaire. The results show that the level of kindergarten teachers’ understanding in Malang of the Early Formal Education teacher’s competence required in the learning of dance art is in a good category; however, contrary to the reality in the field, the problem of early childhood dance learning lies in the lack of pedagogical competence, personality and teacher professionalism. Teaching requires intense and sustained training to improve dance learning competence. The conclusion is that the competence of Early Formal Education teachers in the learning of dance art in kindergarten in Malang is still lacking.

APA, Harvard, Vancouver, ISO, and other styles

39

Clark, Vanessa. "ART PRACTICE AS POSSIBLE WORLDS." International Journal of Child, Youth and Family Studies 3, no. 2-3 (April 16, 2012): 198. http://dx.doi.org/10.18357/ijcyfs32-3201210866.

Full text

Abstract:

This paper explores the possibilities of arts practice in early childhood education. Building on her master’s thesis, the author presents both a doing – her experimentation with arts practice in two early childhood centres – and an argument: that art may present an opening onto possible worlds. The author builds these worlds in relation to her theoretical framework: an immanent relational materialist onto-epistemology. Viewed through this lens, art’s possible worlds have the potential to traverse, mix, and disrupt binaries that maintain marginalized positions. Art practice from this intersection of rupture is both intensely creative and deeply political.

APA, Harvard, Vancouver, ISO, and other styles

40

Pamungkas, Joko, Suminto A. Suyuti, and Arif Rohman. "Character value that formed through learning the art of playing GACIL in early childhood." Cypriot Journal of Educational Sciences 16, no. 4 (August 31, 2021): 1503–16. http://dx.doi.org/10.18844/cjes.v16i4.6004.

Full text

Abstract:

One of the developments of children’s potential is the development of character values. This study aims to describe the character values formed during the learning process of the art of playing gamelan cilik (GACIL). This type of research is quantitative. The subjects of this study were 618 children aged 5–6 years from kindergarten. The data analyses used to describe the character values formed in early childhood are descriptive statistics, confirmatory factor analysis and network analysis. The results showed that there were nine character values that were successfully formed in early childhood during learning the art of playing GACIL, namely the love of God, independence, honesty, courtesy, generosity, hard work, justice, humbleness and tolerance. Character values in early childhood are 46.44% cultured, 10.84% evolving, 5.18% visible and 37.54% unseen. Generosity (DM) is a dominant character value that is formed in early childhood and there is a strong relationship between character values. This finding is a good alternative for kindergarten teachers in planting and inculcating character values through learning the art of playing GACIL based on local culture. Keywords: Character, early childhood, gamelan cilik, learning, value.

APA, Harvard, Vancouver, ISO, and other styles

41

Thompson, Christine Marmé. "Listening for Stories: Childhood Studies and Art Education." Studies in Art Education 58, no. 1 (January 2, 2017): 7–16. http://dx.doi.org/10.1080/00393541.2016.1258526.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Clough, Peter, and Cathy Nutbrown. "Exploring the place of arts-based approaches in early childhood education research." Journal of Early Childhood Research 17, no. 1 (March 2019): 3–13. http://dx.doi.org/10.1177/1476718x19834220.

Full text

Abstract:

Defined broadly as the use of art forms – music, drama, music, painting, storying and so on – to create privileged insight into educational policies and practices, Arts-Based Educational Research [ABER] techniques have started to have some, albeit limited, purchase on the mainstream of educational enquiry; there is less evidence, however, of their use in early childhood research. This article critically outlines some chief characteristics of an ABER approach, its claim to legitimacy in the currency of qualitative research practice and the issues which presently both drive and challenge it. An example from our own work is given, and the essay concludes with a prospectus of critical issues, questions and exhortations.

APA, Harvard, Vancouver, ISO, and other styles

43

Fauziddin, Mohammad, and Mufarizuddin Mufarizuddin. "Useful of Clap Hand Games for Optimalize Cogtivite Aspects in Early Childhood Education." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 2, no. 2 (December 6, 2018): 162. http://dx.doi.org/10.31004/obsesi.v2i2.76.

Full text

Abstract:

Playing is a learning method that best suits learning in early childhood. The clap hand games is one of the types of play that is applied in Early Childhood Education. The purpose of education in early childhood is to develop six aspects of its development namely; aspects of religious and moral norms, aspects of the physical and motor, aspects of cognition, aspects of the emotional social, aspects of language and aspects of art. This study aimed to know the utilization of deep pat game on improving aspects of cognitive in early childhood. The subjects of this study were children of group B Taman Kanak-Kanak (TK) Flamboyan Mekar Tapung District Kampar regency a number of 14 girls and 8 boys. Data collection Technic used is documentation, questionnaire, and interview. This research involves the Ikatan Guru Taman Kanak-Kanak Indonesia (IGTKI) Tapung District to gain input in the development of game pat in order to obtain results. The results of the analysis showed that 86% of children could increase aspects of cognitive development

APA, Harvard, Vancouver, ISO, and other styles

44

임수진 and Gyongsuk An. "Development of pre-service early childhood teachers’ instruction model for early childhood art education based on brain-compatible instruction principles." Korean Journal of Early Childhood Education 35, no. 3 (June 2015): 279–307. http://dx.doi.org/10.18023/kjece.2015.35.3.013.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Lee, An-keun. "A Study on the Inquisitive Approach of Early Childhood Art Education - Focused on Dewey's Theory of Art -." Journal of Communication Design 62 (January 31, 2018): 245–57. http://dx.doi.org/10.25111/jcd.2018.62.19.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Majoko, Tawanda. "Inclusion in Early Childhood Education: a Zimbabwean perspective." International Journal of Inclusive Education 21, no. 12 (May 31, 2017): 1210–27. http://dx.doi.org/10.1080/13603116.2017.1335354.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Iafelice, Maria. "Re/Presenting Artful Pedagogy: Relational Aesthetics in Early Childhood Contemporary Art Experiences." Journal of Childhood Studies 41, no. 4 (February 21, 2017): 4. http://dx.doi.org/10.18357/jcs.v41i4.16715.

Full text

Abstract:

<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>Young children are experts in creating unpredictable </span><span>projects akin to the work of contemporary artists and within contemporary art practices. The author utilized a hybrid method of a/r/tography and action research to reveal the </span><span>relational moments, specifically conversations, collaborative </span><span>art making, and interactions of early learners. Contemporary </span><span>art, specifically as it relates to relational aesthetics, has the </span><span>potential to blend with pedagogy and point to new directions for art education of young children: an artful pedagogy. Art </span><span>created with a relational aesthetic emphasizes and only exists from participation and interactivity. Within the context of classroom experiences, compelling findings surrounding unpredictable projects and young learners as experts are deeply explored. In particular, implications are brought into focus </span><span>for visualizing conversations with young learners through art. The connections of relational aesthetics in art education to artful pedagogy are revealed through images of conceptual work by young learners and blurry photographs. Interpreting relational aesthetics with a pedagogical lens led to conclusions that point to an elevated view of the art of young children, a view that reveals the possibilities and further questions for art education that is informed by contemporary art. An artful pedagogy suggests that art education catch up with </span><span>contemporary art and reflect the living inquiry, curriculum, </span><span>and art of the educator and young learners. </span></p></div></div></div></div>

APA, Harvard, Vancouver, ISO, and other styles

48

Kim, Kyoung-A., and Myung-Jung Kim. "An Analysis on the Status of Early Childhood Teachers’ Recognition of Traditional Art Education." Early Childhood Education Research & Review 22, no. 6 (December 31, 2018): 33–55. http://dx.doi.org/10.32349/ecerr.2018.12.22.6.33.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Rahmayani, Nur, Fatmawati Fatmawati, and Mohammad Nur Ahsan. "SENI SEBAGAI MEDIA DAKWAH PADA ANAK USIA DINI." Al-Mishbah | Jurnal Ilmu Dakwah dan Komunikasi 12, no. 2 (July 11, 2017): 271. http://dx.doi.org/10.24239/al-mishbah.vol12.iss2.74.

Full text

Abstract:

This paper deals with the art as media of preaching in early childhood at the Early Childhood Education Institution of Kabelo Singgah-Singgani, Palu. The questions include (1) How does art become media of preaching in early childhood at this institution? (2) How is the implementation of art as media of preaching in early childhood at this institution? The result showed that, first, the art which is categorized as media of preaching is one which contains Islamic values. This Islamic art which is taught in this educational institution includes dances such as Kaili’s local dance called momonte, qasidah songs, Arabic calligraphy that contains Quranic verses, Hadith, and Islamic poetry. Various art instruments provided by this institution in supporting children’s activities comprise guitar, rebana (tambourine), kerincing (triangle), and sound system. The benefits of art gained by the children include giving joyful entertainment to children, introducing Islam through art, and habituating them with Islamic and local cultures. In addition, art will become a way to sharpen instinct and teach Islam with the tenderness of art.

APA, Harvard, Vancouver, ISO, and other styles

50

Farquhar, Sandy. "Time in early childhood: Creative possibilities with different conceptions of time." Contemporary Issues in Early Childhood 17, no. 4 (December 2016): 409–20. http://dx.doi.org/10.1177/1463949116677925.

Full text

Abstract:

Time is an important driver of pedagogy which is often overlooked in the busy atmosphere of an early childhood centre. Engaging philosophically with three different concepts of time, and drawing examples from literature and art to focus attention on how time is constituted in early childhood centres, this article argues that we inhabit the intersection of several different forms of time. Despite this, we tend to focus on only one form of time – chronological time, a formulation that is at the basis of our western education system. Our understandings of time impact on the way we think about education and the way we teach children. Incorporating different understandings of time in the space of early childhood has transformative potential, the enactment of which is at the heart of a good education. This article accepts the need for young children to be familiar with social conventions to do with time, but also advocates for an expanded subjectivity that flourishes within alternative notions of time.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!