©2012 Cengage Learning. All Rights Reserved. Chapter 9 Art and Physical-Mental Growth Art and Physical (Motor) Development Art and Mental Development Art

©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


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


Art and Mental Development

• Art and thinking skills

• Creative activities and the senses

• Color concepts

• Concept of change

• Flexible thinking

• Vocabulary


Art and the Total Program

• Art develops children in these ways:– Socially– Mentally– Physically– Emotionally– Creative expression– Creative thinking across the curriculum


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


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


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


Child-to-Child Relationships

• Interaction with other children

• Sharing ideas and opinions

• Accepting new ideas

• Sharing feelings


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


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


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


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


Stages of Art Development• Developmental levels

– Guide to what children can do in art– Not a strict guideline– Overlap between stages


Art Development Theories

• Lowenfeld—5 stages– Scribbling– Preschematic– Schematic stage– Gang stage– Stage of reasoning


Art Development Theories (continued)

• Kellogg—4 stages– Scribble stage– Combine stage (diagrams)– Aggregate stage (two or more diagrams)– Pictorial stage—representational art


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


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


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


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


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


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


Value of Computers in Early Childhood Programs

• Spoken communication

• Cooperation

• Social interaction

• Fine motor skills

• Self-help skills

• Collaborative work


Choosing Software for Young Children

• Age appropriateness

• Child control

• Clear instructions

• Expanding complexity

• Independent exploration


Choosing Software for Children (continued)

• Process orientation

• Real-world representations

• Technical features

• Trial and error

• Visible transformation


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


Personal Learning Networks

• Online educational community

• Social Bookmarking Accounts

• Shared links with groups/networks

• Links stored online

• Organization with tags/keywords

Documents

©2012 Cengage Learning. All Rights Reserved. Chapter 9 Art and Physical-Mental Growth Art and Physical (Motor) Development Art and Mental Development Art