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Toward a meaningful art curriculum i...

Yang, Heayoung.

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Toward a meaningful art curriculum in early childhood education: Examining pedagogical growth in an early childhood teacher through a learning-based collaboration.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Toward a meaningful art curriculum in early childhood education: Examining pedagogical growth in an early childhood teacher through a learning-based collaboration./
Author:	Yang, Heayoung.
Description:	229 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2489.
Contained By:	Dissertation Abstracts International66-07A.
Subject:	Education, Early Childhood. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3183929
ISBN:	9780542253935

Toward a meaningful art curriculum in early childhood education: Examining pedagogical growth in an early childhood teacher through a learning-based collaboration.
Yang, Heayoung.

Toward a meaningful art curriculum in early childhood education: Examining pedagogical growth in an early childhood teacher through a learning-based collaboration. - 229 p.

Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2489.

Thesis (Ph.D.)--Indiana University, 2005.

Art has long been recognized and valued in early childhood education as an essential and important component of the curriculum. Yet, while the benefits of art for young children are increasingly clear, early childhood teachers' practice of art teaching often is not consistent with this realization. Several authors argue that art curriculum for young children should be improved because rather than being designed to provide children meaningful art experiences, art activities, too often, are used to give children a shallow experience. Thus, the primary purpose of this study was to examine the impact on an early childhood teacher and a researcher of participating in a learning-based collaboration designed to develop and implement meaningful art curriculum for young children. Through this collaborative research professional development evolved that was of mutual benefit to both parties. The result of this research contributed to the field by enhancing understanding about how to create change in early childhood art curriculum and how to help the early childhood teachers construct informed decisions about art teaching. In addition, the researchers found that children's potential for art learning, their opportunity to experience transformational learning, is as enhanced or limited depending on the educators' capabilities. It is not just children who need to grow but those who work with young children need to grow, too.

ISBN: 9780542253935Subjects--Topical Terms:

1017530
Education, Early Childhood.

Toward a meaningful art curriculum in early childhood education: Examining pedagogical growth in an early childhood teacher through a learning-based collaboration.
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245 1 0 $a Toward a meaningful art curriculum in early childhood education: Examining pedagogical growth in an early childhood teacher through a learning-based collaboration.
300 $a 229 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2489.
500 $a Chair: Mary B. McMullen.
502 $a Thesis (Ph.D.)--Indiana University, 2005.
520 $a Art has long been recognized and valued in early childhood education as an essential and important component of the curriculum. Yet, while the benefits of art for young children are increasingly clear, early childhood teachers' practice of art teaching often is not consistent with this realization. Several authors argue that art curriculum for young children should be improved because rather than being designed to provide children meaningful art experiences, art activities, too often, are used to give children a shallow experience. Thus, the primary purpose of this study was to examine the impact on an early childhood teacher and a researcher of participating in a learning-based collaboration designed to develop and implement meaningful art curriculum for young children. Through this collaborative research professional development evolved that was of mutual benefit to both parties. The result of this research contributed to the field by enhancing understanding about how to create change in early childhood art curriculum and how to help the early childhood teachers construct informed decisions about art teaching. In addition, the researchers found that children's potential for art learning, their opportunity to experience transformational learning, is as enhanced or limited depending on the educators' capabilities. It is not just children who need to grow but those who work with young children need to grow, too.
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