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Document Type

Poster

Description

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

Publication Date

4-6-2020

Keywords

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

Disciplines

Arts and Humanities | Early Childhood Education | Education | Pre-Elementary, Early Childhood, Kindergarten Teacher Education

Faculty

Faculty of Applied Health & Community Studies (FAHCS)

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Terms of Use for Works posted in SOURCE.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

ECEs’ Perceptions on the Role of Visual Arts in Pre-K Children’s Learning

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