How Young Children Come to Value and Engage in the Visual Arts: Examining the Impact of Bi-Directional Interactions on Children as Imaginative Visual Researchers

Probine, Sarah

doi:10.1007/s10643-021-01204-2

Cited by 7 publications

(16 citation statements)

References 25 publications

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“…Shared activities included drawing, making comics, and doing online art lessons. The findings echo research suggesting that visual arts allow children to make connections, communicate and collaborate with peers (Brooks, 2017;Probine, 2021). In the present study, visual arts appeared to make virtual interaction with friends more comfortable.…”

Section: Art and Friendshipssupporting

confidence: 84%

‘I wish that COVID would disappear, and we'd all be together’: Maintaining Children's friendships during the Covid‐19 pandemic

2023

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Friendship is a central focus in children's lives and is important for healthy development. During the Covid-19 pandemic, children experienced restrictions on their interactions with friends. This research heard the voices of 10 children (7-11 years) in England regarding their friendships, drawing on data collected through creative participatory methods including drawings, photography and collages, and accompanying unstructured interviews. Findings provide new insights into how children endeavoured to maintain their friendships through virtual interactions, street/doorstep visits, and artwork, and how friendship disruption affected their well-being.This paper argues for educators to heed the implications for the period of 'Covid recovery'.

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Section: Art and Friendshipssupporting

confidence: 84%

‘I wish that COVID would disappear, and we'd all be together’: Maintaining Children's friendships during the Covid‐19 pandemic

2023

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“…En el ejercicio de estas funciones, habían descubierto que el arte podía ser de gran ayuda. Estas reflexiones apoyan los estudios que relacionan la creación artística con el desarrollo de habilidades sociales (Yenawine, 2018) y empáticas (Kou et al, 2020;Mogro-Wilson y Tredinnick, 2020), así como el respeto y valoración de lo ajeno (Probine, 2022).…”

Section: Discusión Y Conclusionesunclassified

“…En cuanto a sus beneficios de carácter social, potencia el desarrollo de habilidades sociales cuando los niños crean obras en conjunto (Yenawine, 2018). Además, si se le propone al alumnado que haga una interpretación de las obras artísticas de sus compañeros, se desarrolla la habilidad tanto de ponerse en el lugar del otro (Kou et al, 2020;Mogro-Wilson y Tredinnick, 2020) como de poner en valor las creaciones distintas a la propia (Probine, 2022).…”

Section: Introductionunclassified

El profesorado, eje fundamental de la transformación de la docencia universitaria

2022

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El Instituto de Ciencias de la Educación presenta en este volumen los mejores trabajos de investigación educativa, tras una minuciosa revisión por pares llevada a cabo por especialistas de diversas universidades. En esta ocasión, el director de orquesta es el profesorado, artífice de llevar la batuta en el proceso de transformación de la docencia universitaria. La obra consta de 46 capítulos, organizados en diversas temáticas: 6 aportaciones muestran Estrategias y metodologías enfocadas a la transferencia del conocimiento y resultados de investigación sobre docencia en la Educación Superior; 12 están dedicados a Acciones educativas innovadoras en la Educación Superior; 1 describe Experiencias educativas derivadas de la evaluación y de los indicadores de la calidad docente en la Educación Superior; 11 textos tratan sobre Metodologías innovadoras basadas en el uso de las tecnologías (TIC o TAC) en la Educación Superior; 11 trabajos están dedicados a la Innovación docente en la Educación Superior en torno a la educación inclusiva, accesibilidad, género y educación para el desarrollo sostenible; y 5 textos detallan Acciones de apoyo, orientación y refuerzo al alumnado para la mejora de la formación y de los resultados en la Educación Superior.

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“…While there is research evidence about the impact of teacher self-efficacy on children's learning (Takahashi, 2011), there is little research about the factors that influence or improve visual arts self-efficacy development. This article aims to address these questions.The authors of this paper each conducted research with practicing degree-qualified early childhood teachers in the domain of early childhood visual arts pedagogy (see: Denee, 2022;Lindsay, 2017;Probine, 2020). The three studies variously examined the visual arts beliefs and pedagogy of early childhood teachers, the impacts of professional learning interventions, and teaching practice in exemplary visual arts programs.…”

mentioning

confidence: 99%

“…The authors of this paper each conducted research with practicing degree-qualified early childhood teachers in the domain of early childhood visual arts pedagogy (see: Denee, 2022;Lindsay, 2017;Probine, 2020). The three studies variously examined the visual arts beliefs and pedagogy of early childhood teachers, the impacts of professional learning interventions, and teaching practice in exemplary visual arts programs.…”

mentioning

confidence: 99%

Visual Arts Self-Efficacy: Impacts and Supports for Early Childhood Teachers

Denee

Lindsay

Probine

2023

Early Childhood Educ J

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Although visual arts pedagogies are considered central within early childhood education programs, teacher self-efficacy has a direct impact on the quality and delivery of visual arts curricula. Until recently, the visual arts self-efficacy, pedagogical knowledge, and practice of in-service early childhood teachers have remained largely unexplored. The authors of this paper present a qualitative, iterative re-analysis of their three PhD studies which broadly focussed on early childhood visual arts praxis and specifically examined the visual arts beliefs and pedagogy of early childhood teachers in Australia and New Zealand. A thematic analysis of the intersecting self-efficacy findings raised in the three studies identifies the powerful influence of self-efficacy on teaching practice in the visual arts domain and offers new understandings about visual arts self-efficacy amongst early childhood teachers. The combined findings reveal several factors that restrain or enhance teachers’ visual arts self-efficacy across time, including the impact of childhood experiences, pre-service training and epistemological beliefs. The paper also identifies several enabling conditions that appear to support teachers to develop and maintain positive visual arts self-efficacy beliefs, including practical engagement with materials, sustained professional learning, relational trust and intentional leadership. These enabling conditions offer practical strategies and research recommendations in service of positive visual arts self-efficacy to enhance quality visual arts teaching in early childhood contexts.

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How Young Children Come to Value and Engage in the Visual Arts: Examining the Impact of Bi-Directional Interactions on Children as Imaginative Visual Researchers

Cited by 7 publications

References 25 publications

‘I wish that COVID would disappear, and we'd all be together’: Maintaining Children's friendships during the Covid‐19 pandemic

‘I wish that COVID would disappear, and we'd all be together’: Maintaining Children's friendships during the Covid‐19 pandemic

El profesorado, eje fundamental de la transformación de la docencia universitaria

Visual Arts Self-Efficacy: Impacts and Supports for Early Childhood Teachers

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