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Intentional Teaching for Visual Arts in Early Childhood Education: Teachers' Practices and Perceptions

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Title: Intentional Teaching for Visual Arts in Early Childhood Education: Teachers' Practices and Perceptions
Language: English
Authors: Denee, Rachel (ORCID 0000-0002-9508-6083), Cherrington, Sue (ORCID 0000-0002-9547-3534)
Source: New Zealand Journal of Teachers' Work. 2023 20(1):5-18.
Availability: New Zealand Journal of Teachers' Work. Auckland University of Technology, Private Bag 92006, Auckland 1142, New Zealand. Web site: https://ojs.aut.ac.nz/teachers-work/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Early Childhood Education, Visual Arts, Art Education, Teaching Methods, Sociocultural Patterns, Play, Teacher Role, Learning Processes, Teacher Attitudes, Preschool Teachers, Case Studies, Intentional Learning, Teacher Student Relationship, Self Esteem, Educational Theories, Foreign Countries
Geographic Terms: New Zealand
ISSN: 1176-6662
Abstract: The early childhood sector in New Zealand has a long-held tradition of free play and child-led pedagogy, influencing visual arts approaches with young children. However, alongside learning through play, New Zealand's sociocultural curriculum highlights the active role of the teacher and intentional pedagogy. This article explores the practices and perceptions of early childhood teachers regarding visual arts through a mixed methods study, including a nationwide survey and an embedded case study. Data indicated that teachers are confused about the appropriateness of taking an active role during children's visual arts learning, and about when to be intentional versus leaving children to play without interference. Such tensions appear to be founded in contradictory theoretical assumptions, and are evident through a lack of confidence, skills, strategies and language for teaching. The authors argue that professional learning could ameliorate these tensions by clarifying educational theories and identifying intentional visual arts teaching practices that align with current theoretical beliefs about how young children learn in early childhood.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1396175
Database: ERIC
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  Data: Intentional Teaching for Visual Arts in Early Childhood Education: Teachers' Practices and Perceptions
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  Data: <searchLink fieldCode="AR" term="%22Denee%2C+Rachel%22">Denee, Rachel</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9508-6083">0000-0002-9508-6083</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cherrington%2C+Sue%22">Cherrington, Sue</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9547-3534">0000-0002-9547-3534</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22New+Zealand+Journal+of+Teachers'+Work%22"><i>New Zealand Journal of Teachers' Work</i></searchLink>. 2023 20(1):5-18.
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  Data: New Zealand Journal of Teachers' Work. Auckland University of Technology, Private Bag 92006, Auckland 1142, New Zealand. Web site: https://ojs.aut.ac.nz/teachers-work/
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  Data: <searchLink fieldCode="DE" term="%22New+Zealand%22">New Zealand</searchLink>
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  Data: The early childhood sector in New Zealand has a long-held tradition of free play and child-led pedagogy, influencing visual arts approaches with young children. However, alongside learning through play, New Zealand's sociocultural curriculum highlights the active role of the teacher and intentional pedagogy. This article explores the practices and perceptions of early childhood teachers regarding visual arts through a mixed methods study, including a nationwide survey and an embedded case study. Data indicated that teachers are confused about the appropriateness of taking an active role during children's visual arts learning, and about when to be intentional versus leaving children to play without interference. Such tensions appear to be founded in contradictory theoretical assumptions, and are evident through a lack of confidence, skills, strategies and language for teaching. The authors argue that professional learning could ameliorate these tensions by clarifying educational theories and identifying intentional visual arts teaching practices that align with current theoretical beliefs about how young children learn in early childhood.
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  Data: EJ1396175
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 5
    Subjects:
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Visual Arts
        Type: general
      – SubjectFull: Art Education
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Sociocultural Patterns
        Type: general
      – SubjectFull: Play
        Type: general
      – SubjectFull: Teacher Role
        Type: general
      – SubjectFull: Learning Processes
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      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Preschool Teachers
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      – SubjectFull: Case Studies
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      – SubjectFull: Intentional Learning
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      – SubjectFull: Foreign Countries
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      – SubjectFull: New Zealand
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      – TitleFull: Intentional Teaching for Visual Arts in Early Childhood Education: Teachers' Practices and Perceptions
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