ART IN EARLY CHILDHOOD EDUCATION
IMPORTANCE OF ART IN FACILITATING CREATIVITY
Art holds a space with paramount importance in early childhood education, affording children the nurture to explore, express, and communicate their thoughts, emotions, and ideas where words often fail. Through art, life cognitive and motor skills are developed within the child while allowing the child to view the world in varied fashions. A creativity-based approach in art encourages young learners to solve problems, experiment, and take risks in a supportive environment. In such a way, arts foster individuality and self-expression, which serve to build the child's confidence and sense of identity (Stonehouse, 2012). Art teachers needing to develop environments where all properties foster creativity and experimentation of different art forms.
CREATIVITY THEORIES AND PERSPECTIVES IN ART
Imagination, exploration, and expression enhance creativity in education and art. Vygotsky's theory addresses creativity in the social and cultural context. In contrast, in Piaget's cognitive development, symbolic activity is emphasized, and Gardner's multiple intelligence theory perceives art as fostering development in three intelligences, thereby allowing children to express and connect with the environment around them (Garvis, & Pendergast, 2019).
Resources, Materials, and Digital Technologies
Engaging young children in art by teachers can include the use of natural materials like clay, fabric, and recycled items, as well as traditional supplies such as crayons and paints. Introduction to Digital technologies, such drawing apps and online galleries, can further expand their creative experiences, introducing diverse cultural expressions and artistic techniques to enhance creativity (Howard, & Mayesky, 2022).
LEARNING EXPERIENCES IN ART FOR DIFFERENT AGE GROUPS
0-2 Years: Sensory Exploration with Finger Painting
Sensory exploration is important currently. Finger painting activity with non-toxic paints intensive for children creating art with their hands. It is a great way for sensory development and fine motor skills. Children will enjoy the activity of feeling and manipulating paint by learning through touch and experimentation. Materials Needed: Non-toxic paint, large sheets of paper, and smock plastic-works for easy cleanup (Manning-Morton, 2016).
2-3 Years: Collage Making with Natural Materials
Learning Opportunity: Collaging with leaves, flowers, fabric scraps, and other natural materials would be a wonderful activity for toddlers. It would develop imagination, touch experience, and motor coordination in the developing child. The toddlers can tear the materials and glue them onto their papers, making their individual decisions about where to put it and how it should look. Materials Required: Pre-cut natural materials (leaves, flowers, etc.), glue, scissors, and construction paper (Meggitt, Bruce, & Manning-Morton. 2016).
3-5 Years: Watercolor Resist Art
Learning Opportunity: Kids aged 3-5 can draw a picture on watercolor paper using a crayon or wax and then paint over it with watercolor for a nice watercolor resist art-making experience. This activity will improve fine motor control, help them feel and understand textures, and teach them about the whole process of art creation. Materials required: Watercolor paper, watercolors, crayons or oil pastels, cups of water, and paintbrushes (Australian Government Department of Education [AGDE]. 2022).
6-8 Years: Exploring Abstract Art
Learning Opportunity: Experimenting with abstract art, one with geometric shapes, bold colors, and nontraditional materials, offers opportunities for older children to create artworks that are special and individual. This gives children an opportunity to think about things like composition, color theory, and expression. Materials will include acrylic paints, canvas or large sheets of paper, brushes, rulers, and masking tape (Howard, & Mayesky, 2022).
CRITICALLY REFLECTING ON MY CREATIVE TEACHING CHARACTERISTICS
My nurturing of curiosity, patience, and open-mindedness will ultimately breed creativity into the art curriculum. To me, creativity is a process entailing giving space for children to express themselves, solve problems, and work together. This promotes the growth of the artistic sciences in tandem with other developmental processes, hence ushering in creativity. Through reflective practice, I will nurture creative dispositions in young children as an ongoing process (Mayesky, 2015).
