1. Safely Supporting the Development of the Visual Arts in Infants and Toddlers
Shannon D. Lockhart

2. Objectives
Discuss the importance of art experiences for infants and toddlers
Identify the stages in the development of the visual arts in infants and toddlers
Safely plan an environment that supports the visual arts
Identify ways to begin supporting the appreciation of art in infants and toddlers

3. Experiencing the Visual Arts as ITs
Listen to instructions for the first art activity
What are your reactions to this experience?
What about active learning? (Materials, Manipulation, Choice, Language and Adult Support)

4. Experiencing the Visual Arts as ITs -- Part 2
Listen to instructions for second activity
What are your reactions to this experience?
What about active learning? (Materials, Manipulation, Choice, Language and Adult Support)

5. Why is art experiences important for infants and toddlers?
In your table groups, discuss why you think art experiences are worthwhile for infant and toddlers.
Refer to the key developmental indicators during this discussion.

6. Reasons:
The arts are central to children’s cognitive, social, emotional, language, and motor development.
Art is intrinsically rewarding
The arts motivate and engage children in learning, stimulate memory, facilitate understanding, enhance, symbolic communication, promote relationships and provide an avenue for building competence
Important for its own sake
Turns us inward to define personal ideals of beauty, meaning and value
Uses all of our senses while engaging our minds and bodies

7. Cont’ Develops children’s thinking and ability to express thought
Develops language and communication skills
Strengthens children’s mental images
Children represent their memories, ideas, predictions, hypotheses, observations and feelings
Arises naturally from children’s play
Supports early brain development
Precursor to the development of problem solving skills

8. Identifying Developmental Areas of Art
Let’s take a look at the stages of development of the visual arts and the developmental progressions in making art.
Turn in your training booklet.
Discuss stages with your group.
Look at these children and identify the stage.

9. Identify Stage

10. Identify Stage

11. Identify Stage

12. Identify Stage

13. Identify Stage

14. Let’s watch ITs in action
Watch these infants and toddlers involved in a painting activity.
Keep in mind the stages.
Discuss as a whole group.

15. Practice Identifying the Stages
Now look at the pictures on your table and with your group decide their developmental stage and/or their progression in making art.
What are your reactions?
Easy? Hard?

16. Come up with a plan With a partner, choose 1 picture.
Come up with a plan to support this child based on the stage of development.
Could be materials, group time, outside time, meals, adult support strategies.

17. Pictures of Art Materials
With your group, take a look at the pictures of art materials on your tables.
What materials do you currently have for infants and toddlers?
What do you think about these materials with infants and toddlers?
How would you provide a variety of materials?
What about safety?
How would you store art materials?

18. Supporting the Artist in Each Child
Set up an attractive art area (quantities of inexpensive materials)
Provide enough time for art experiences
Create a playful atmosphere for children’s art
Encourage children’s discoveries about lines, shapes, and colors
Plan ways to build on their current understanding.

19. Cont’ Watch what children do and converse with them about their work:
(Going back to interaction strategies)–Be silent; Just be there!
Repeat what the child says
Restate what the child says
Make reflective comments about the visual-graphic elements or the process
Use questions sparingly. Use questions that encourage children to share more about their work

20. Cont’ Display children’s art
At eye level whenever possible
Have lots of undecorated classroom space for children’s work
Remember that children’s work does not need to be improved upon!
Visit visually interesting places with children
If you provide a creative atmosphere and positive adult support children with create and have the self-confidence to create.

21. How should we support art development?
In Art Activities:
Build slowly, (e.g., one primary color – another primary color – white & black).
During choice time, at the easel or paint that is set out, try only primary colors plus black and white with empty cups to mix colors; children can create more subtle shades and tones if they mix their own colors.

22. Strategies for Appreciating Art with Young Children
Learning Environment
Use the illustrations in children’s storybooks as examples of art
Bring reproductions and illustrations of fine art into the classroom
Observe art as it occurs in nature
Daily Routine
Incorporate other sensory experiences to enhance children’s understanding of visual art
Use art to establish a connection between home & school
Connect children to art and the creative process in their communities

23. Cont’ Adult-child Interactions
Begin with children’s own experiences and interests
Make sure children feel safe and secure expressing themselves about art
Develop a language to talk about art
Help children develop a sense of aesthetic appreciation

24. Adult Support Interaction Strategies
Research studies show that the way adults interact with children in a variety of caregiving, play and teaching situations play a very important role in children’s learning and development.
In classrooms where adults are responsive-guiding and supporting children’s activities rather than directing or controlling them– children take initiative more often and are more likely to be actively engaged and persistent in their work.

25. Phase 3 Finding: As the number and variety of materials in settings increased, children’s age-7 cognitive performance improved.
Slide 3: To be used with the Learning Environment—Supportive research to “Guidelines for Planning the Indoor Environment”—Central Ideas on Materials
In the longitudinal part of the study, across all 15 countries, the variety and number of materials made a difference in children’s cognitive development. When children were able to use materials and a variety of materials, children’s cognitive development increased.
© 2003 IEA Preprimary Project, High/Scope Educational Research Foundation

26. Phase 3 Finding: The less time children spent in whole group activities, the better their age-7 cognitive performance.
Slide 5: To be used with the Introduction to the Daily Routine— during discussions of parts of the day.
Further research on how adults structure children throughout the day shows that children who spent more time in small groups and one-on-one, their age-7 cognitive skills increased. This was consistent across all 15 countries. Therefore, in our daily routines, we need to have more small group and one-on-one activities. For example, during work time children have the opportunity to be in small groups, one-on-one and alone.
© 2003 IEA Preprimary Project, High/Scope Educational Research Foundation

27. Phase 3 Finding: As the level of teacher education increased, children’s age-7 language performance improved.
**Note to trainer: To be used with discussion about high quality settings and programs.
The international IEA Preprimary Project found that across all 15 countries, the more education a teacher had, children’s language skills increased.
© 2003 IEA Preprimary Project, High/Scope Educational Research Foundation

28. Enjoy Art Experiences with Infants and toddlers