©2012 cengage learning. all rights reserved. chapter 9 art and physical-mental growth art and...
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©2012 Cengage Learning.All Rights Reserved.
Chapter 9Art and Physical-Mental Growth
• Art and Physical (Motor) Development• Art and Mental Development• Art in the Total Program
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Art and Physical (Motor) Development
• Motor development = physical growth
• Hand-eye coordination
• Motor control
• Pattern of physical growth– Large to small—gross to fine– Head to toe—cephalocaudal– Inside to outside—proximodistal
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Art and Mental Development
• Art and thinking skills
• Creative activities and the senses
• Color concepts
• Concept of change
• Flexible thinking
• Vocabulary
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Art and the Total Program
• Art develops children in these ways:– Socially– Mentally– Physically– Emotionally– Creative expression– Creative thinking across the curriculum
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Chapter 10Art and Social-Emotional Growth
• Self-Concept and Self-Acceptance• Child-to-Child Relationships• Social Competence• Child-to-Teacher Relationships• Child-to-Group Relationships
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Self-Concept and Self-Acceptance
• Child’s growing awareness of self
• Feeling good about oneself
• Positive self-concept
• Learned by how others treat you
• Learned through creative art activities
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Self-Acceptance and the Art Program
• Accept child at developmental level
• Show confidence in child’s work
• Provide comfortable environment for age level
• Provide developmentally appropriate materials and activities
• Provide appropriate environment for children with special needs
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Child-to-Child Relationships
• Interaction with other children
• Sharing ideas and opinions
• Accepting new ideas
• Sharing feelings
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Social Competence
• Ability to get along with others
• Predictor of adult adaptation
• Learned in interactions with others
• Important learning by age six
• Expression of feelings
• Cooperation and sharing
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Child-to-Teacher Relationships
• Teacher—important person to young child
• Child—learns to be with adult other than parent
• Child—learns to express feelings to another adult
• Teacher—first real adult friend
• Acceptance
• Rapport
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Child-to-Group Relationships
• Different than family group
• Child learns to follow
• Child learns to lead
• Child learns to share feelings and ideas
• Child learns to cooperate and share
• Child learns to respect others’ rights
• Child learns self-discipline
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Chapter 11Developmental Levels and Art
• Developmental Levels/Stages of Art• Children’s Drawing• The Scribble Stage• The Basic Forms/Preschematic Stage• The Pictorial/Schematic Stage• The Gang Stage
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Stages of Art Development• Developmental levels
– Guide to what children can do in art– Not a strict guideline– Overlap between stages
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Art Development Theories
• Lowenfeld—5 stages– Scribbling– Preschematic– Schematic stage– Gang stage– Stage of reasoning
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Art Development Theories (continued)
• Kellogg—4 stages– Scribble stage– Combine stage (diagrams)– Aggregate stage (two or more diagrams)– Pictorial stage—representational art
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Scribble Stage
• Generally one to one-and-a-half years– Characteristics
• Random directions• Kinesthetic pleasure• Pure sensimotor action• No planned direction• No connection between thought and scribbles
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Controlled Scribbling—Later Scribble Stage
• Connection made between motions and marks– Characteristics
• Child controls direction• Repeated motions• New scribble forms—e.g., zigzags, circles—appear
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Early Basic Forms Stage
• Children generally draw an oval or circle– Characteristics
• Children recognize a circle in scribbles and repeat it• Developed from circular scribbles• May add dots and lines• May also include curved line or arc • Lines or arc in one direction
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Later Basic Forms—Rectangle and Square
• Children generally three to four years old– Characteristics
• Children can draw separate lines of desired length• Children can join separate lines• Improved motor control and hand-eye coordination
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The Pictorial/Schematic Stage
• Children draw for a purpose– Characteristics
• Basic forms perfected • First schema—individual pattern, mental structure,
highly individual, of emotional importance• Forms suggest images that stand for ideas• Miscellaneous scribbling left out• First symbols—visual representation• Visual representations express feelings and ideas
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The Gang Stage
• Children ages 9 to 12– Characteristics
• Concern that things look “right”• Concern about lack of ability• Children aware of how things look in their drawings• More detailed schema• Begin to draw horizon line• Highly self-critical• Work is less spontaneous in appearance
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Value of Computers in Early Childhood Programs
• Spoken communication
• Cooperation
• Social interaction
• Fine motor skills
• Self-help skills
• Collaborative work
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Choosing Software for Young Children
• Age appropriateness
• Child control
• Clear instructions
• Expanding complexity
• Independent exploration
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Choosing Software for Children (continued)
• Process orientation
• Real-world representations
• Technical features
• Trial and error
• Visible transformation
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The Internet and Early Childhood Programs
• Web 1.0 vs. Web 2.0
• Information sites—reference sources
• Communication sites—writing sources
• Interaction sites—similar to software programs
• Publication sites—publishing children’s work
• Blogs, Wikis
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Personal Learning Networks
• Online educational community
• Social Bookmarking Accounts
• Shared links with groups/networks
• Links stored online
• Organization with tags/keywords