Children can learn many things through art projects – creative thinking, imaginative problem solving, and competent verbal and non-verbal expression.
Art experiences that are open-ended, called process oriented art (no end product that must look like the example), encourage experimentation, exploration and imagination. This is exactly what a two to four year old should be doing. They need practice developing motor skills and expressing feelings that are concrete and nonverbal (since they don’t write or speak too well yet).
Art can also foster thinking that teaches children to see an example and make one similar. This is product-oriented art. This type of “end-product” thinking process takes place when children have already learned that besides a copy, they can make things that arise out of their imagination. They also have developed better small muscle control, as they get older. The craft/product they make (or their part) should be simple enough so they do most of the work…whereby the product is really theirs.
Setting up an art environment that encourages experimentation, exploration and imagination is one in which children have fun, experiment, use their hands, are interested, creative and can freely express themselves. This type of environment can be made easier if you:
- Provide a variety of art materials (different kinds of colors, chalk, water paints, tempera paint, different papers, art scraps, etc.)
- Use nonverbal means to show acceptance, such as stopping to “look” at their artwork, being near them, smiling, making eye contact, and being available to talk about what they are doing.
- Show you value their original ideas (“that’s a new way to do that.”)
- Encourage exploration and experimentation. Promote an attitude that says “let’s try different ways…rather than one that says there is a “right and a wrong way”.
- Let the child decide what to make and how to make it...give suggestions by the materials you put out, or make a comment such as “Let’s make a picture about summer and outdoors”.
- Teach children to value and respect each other’s efforts by saying, “Beth has worked very hard on her picture, and a picture can be a picture of colors or remember she didn’t use a camera so it won’t look just like her wagon.
- Help children feel a sense of inner satisfaction with what they have done rather than looking to adults for approval of their finished product. Ask them to share something about their project with you and the other children. They may even want you to write it down.
Understanding what to expect of children at different ages is also helpful in setting up a “kid friendly” art environment. For example a child until the age of two has poor fine motor control but finds the large muscles will do, for scribbling and paper tearing. Being involved with the other children or with what he is doing is the most important part for him.
From 2-4, the child is a repeater, doing things over and over, snipping with scissors, exploring and experimenting with crayons, markers and glue. The final project isn’t meant to be anything…in fact when it’s done, it’s not very important and it may even be destroyed in the process of creating.
The art of a 4-6 year old begins to take on meaning, what he does stands for feelings and ideas, but may not be recognizable to adults. The final product is important, may include preplanning and more detailed/realistic work. It may even have a name He begins to be able to cut continuously on a line.
We are a society of doing and creating a recognizable finished product. Let’s not forget the practice and learning that goes on during the early years. And more importantly let’s not do a disservice to children by expecting or encouraging art projects of children whose muscles aren’t ready or able to do it.
Source: Providers Choice Newsletter
| FOOD PROGRAM TIP |
|---|
| Attractive and colorful table settings help to establish a pleasant mealtime environment for the children. Consider using placemats or place holders that the children have made to designate their space at the table. |