No matter your own skills in the arts, this issue of Teaching Young Children has ideas for you. You’ll learn about “process art”, ways to integrate art into other content areas, using music in your setting, and more!
This article shares ways in which process art can help children grow in their expressive language, nurture social and emotional development, and encourage thinking skills.
People often think about art as creating something beautiful—a replica Starry Night collage or a seasonal craft to serve as a gift. But when children engage in process art, they explore and experience materials without working toward a particular goal.
In this article, Mimi Brodsky Chenfield shares reflections from her experiences and conversations with children across the early childhood years—each of which builds to a major shift, moving from STEM to STEAM.
To create a community building event with family involvement, we decided to engage in a Cardboard Challenge focused on trees: How could children build a tree with cardboard-like materials and make it interactive?
One valuable way we can support children’s exploration of nature is by teaching them how to observe carefully and create observational drawings, which encourage children to understand and question their world.
Make your teaching more intentional and engaging with this collection of higher-order thinking modules that brings together three of NAEYC’s popular modules into one convenient package.
If you join children during their play and ask open-ended, person-oriented and process-oriented questions, you can gain information about what each child understands and is coming to understand.
Just as infants and toddlers need experience crawling or scooting to learn to walk and babbling and crying to learn to talk, they need to practice using their hands to control art supplies and practice using their minds to figure out how art supplies work
Is your goal to encourage children’s creativity through developmentally appropriate art experiences? Review the differences between process- and product-focused art to help you get started.
This article describes a program that combines exploratory art experiences with intentional teaching moments and offers suggestions for how teachers can organize their own programs.
Authored by
Authored by:
X. Christine Wang Keely Benson Corinne Eggleston Bin Lin
