Arts based educational research in the early years

Barton, Georgina

doi:10.4225/03/58100971932f8

Cited by 3 publications

(3 citation statements)

References 29 publications

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“…These competences can be developed through the arts. Arts activities (i.e., visual arts, music, dance, drama) are part of the basic components of the curriculum from an early age and are inherently inclusive because they do not depend, to a large extent, on language proficiency or oral language skills (Barton, 2015).…”

Section: Contributions Of Arts Education To the Development Of Person...mentioning

confidence: 99%

Collaboration between schools and museums for inclusive cultural education: Findings from the INARTdis-project

Gigerl

Sanahuja-Gavaldà²,

Petrinska-Labudovikj³

et al. 2022

Front. Educ.

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The increasing heterogeneity in our communities is a reality and a foundational element of modern societies. This article deals with different aspects of political, social and cultural participation, processes of integration and inclusion. The aim of inclusion of all marginalized groups, among others integrating migrant communities, has to be a process of involving all sides—the local communities with publicly funded cultural institutions, the marginalized groups like migrant communities and the educational institutions in the local area. Therefore, the local community and schools have to be willing to make efforts in addressing interests and needs of all people, especially migrants or persons with disabilities. This paper presents the findings of the data collection in the project INARTdis in the countries Austria, Spain, North Macedonia and Portugal. Firstly, educators from the school and extracurricular sector as well as people from the fields of culture were asked to answer the question: What is inclusive arts education and how can this be promoted through cooperation? The analysis of inclusive access to cultural institutions and arts education was conducted in 2021 using a mixed-method design. Secondly, during museum visits, results on the learners’ perspectives were collected. The aim was to find out what makes it easier for visitors to access the museum? The results show that, although the institutions and their professionals assume the principles of inclusion, their implementation is complex, either due to a lack of resources or due to the organizational structure of the arts institutions. All professionals consider that arts education promotes inclusive spaces as it allows for the participation and free expression of its participants. Likewise, they consider that accessibility is not really implemented and that the implementation of activities in arts institutions should favor the participation of users. In conclusion, there is a need to train professionals in inclusive arts education, to encourage collaboration between professionals and to implement inclusive strategies to promote participation and social inclusion.

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Section: Contributions Of Arts Education To the Development Of Person...mentioning

confidence: 99%

Collaboration between schools and museums for inclusive cultural education: Findings from the INARTdis-project

Gigerl

Sanahuja-Gavaldà²,

Petrinska-Labudovikj³

et al. 2022

Front. Educ.

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“…Children utilize drawing as a means of expressing their emotions regarding their own encounters, observed occurrences, narrating stories, conveying thoughts, and even engaging with their peers. Drawing is an integral aspect of artistic expression that contributes to the initial phases of child development by enhancing cognitive capacities, social and emotional abilities, problem-solving skills, motor skills, and communication skills (Barton, 2015;Danko-Mcghee & Slutsky, 2007;Duh, 2016). Engaging in drawing activities increases a child's sensory, emotional, intellectual, and creative development.…”

Section: Introductionmentioning

confidence: 99%

The Role of YouTube-Based Drawing in Early Childhood Social-Emotional Development

Alam,

Sunarto

2024

J. Obs. J. Pendidik. Anak Usia Dini

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The objective of this study is to examine the role of YouTube-based drawing in early childhood social-emotional development. This study employed qualitative research methods to get a comprehensive comprehension and analysis of the subject matter. The chosen research methodology is case study analysis, which involves analysing and interpreting the literature as well as the data acquired via observations, interviews, and documentation. The data in this study were obtained from learners, teachers, children’s artworks, and teacher records such as RPPH and teacher journals. The data in this study were analysed using a child development theory created by CASEL. The study findings indicate that young children who engage in YouTube-based drawing activities actively connect with both their peers and teachers. The act of sketching indirectly contributes to the facilitation of early childhood social-emotional development. The observational data on YouTube-based sketching in early infancy reveals five primary categories of social-emotional competence: self-awareness, self-management, decision-making, interpersonal skills, and social awareness.

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“…Other research has also shown that art education activities have a beneficial effect on the development of self-expression, creativity, and empathy (Dewey, 1919;Ruppert, 2006). Numerous contemporary research studies have found that, from an early age, children show sensitivity towards many aspects of works of art and their creation, and the arts play an increasingly important role in the development of the child (Acer, 2014;Cox, 2005;Barton, 2015;Gardner, 1990;Nevanen et al, 2014;Novaković, 2014).…”

Section: Introductionmentioning

confidence: 99%

The Use of the Interpretation of Works of Art in Pre-School Education

Rochovská

Švábová

2021

PEC

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The research focuses on examining the use of the interpretation of works of art in pre-school education in three dimensions - the current state of the use of the interpretation of works of art, the opinions of kindergarten teachers on art, and the opportunities for kindergarten teachers to acquire knowledge about the theory and history of art in their undergraduate training or in other forms of education. The aim of the research was to determine a correlation between the aforementioned variables. 366 kindergarten teachers responded to the items of the self-constructed questionnaire. It has been proven that the current state of the use of the interpretation of works of art in pre-school education can be described as below average, the opportunities for kindergarten teachers to acquire knowledge from the theory and history of art in their pre-graduate training or in other forms of education were lower than average, and the opinions of kindergarten teachers on art can also be described as below average. There is a statistically significant positive correlation between the aforementioned dimensions of the interpretation of works of art in pre-school education. Keywords: empirical experience, kindergarten teacher, pre-school education, works of art

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Arts based educational research in the early years

Cited by 3 publications

References 29 publications

Collaboration between schools and museums for inclusive cultural education: Findings from the INARTdis-project

Collaboration between schools and museums for inclusive cultural education: Findings from the INARTdis-project

The Role of YouTube-Based Drawing in Early Childhood Social-Emotional Development

The Use of the Interpretation of Works of Art in Pre-School Education

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