Visual arts is one of many arts-related activities in which children participate in the early learning and care environments. Literature finds that early childhood educators who are not familiar with visual arts struggle to provide opportunities for children to engage in a more comprehensive experience.
The purpose of this research is to understand the way educators perceive the role of visual arts in pre-k children’s learning. Through a qualitative method, four early childhood educators share their role in visual arts practice with children and their personal views and experiences relating to the subject in a semi-structured interview. Grounded theory method was used to analyze the data, which revealed that being co-passionate and having an open-minded approach to visual arts were ways that educators perceive the role of the subject in children’s learning. For future
visual arts, early childhood education, children's art, pre-k, pre-kindergarten, early childhood art education, qualitative research, creative arts, educators' views, educators' experiences, early learning, art experiences
Arts and Humanities | Early Childhood Education | Education | Pre-Elementary, Early Childhood, Kindergarten Teacher Education
Faculty of Applied Health & Community Studies (FAHCS)
© Mary Naser
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Naser, Mary, "ECEs’ Perceptions on the Role of Visual Arts in Pre-K Children’s Learning" (2020). Honours Bachelor of Early Childhood Leadership (HBECL) Capstone Research Posters. 12.