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ART & SOCIAL-EMOTIONAL GROWTH - Coggle Diagram
ART & SOCIAL-EMOTIONAL GROWTH
Emotional growth
– the growth of a child’s feelings
Social growth
– the child’s growth as a member of a group
Self-concept & Self-acceptance
Self-concept
– the child’s growing awareness of his or her own characteristics (physical appearance as well as skills and abilities) and how these are similar to or different from those of others.
Self-acceptance
– children who fell good about themselves and believe they can do things well
The early childhood program provides an environment that nurtures the development of a positive sense of self and good self-concept in each child
Children learn to accept about themselves from birth all the way throughout life; they learn about themselves by the way they are treated by others.
The art program can be of special help in this area; when they fell they can do things well in art, they grow in both self confidence and self acceptance.
Young children learn more about themselves and their capabilities and affirm their sense of self. Example; a child at the easel used many bright colors and was proud of his accomplishment.
ENCOURAGING SELF-ACCEPTANCE THROUGH THE ART PROGRAM
1. ACCEPT CHILDREN AT THEIR PRESENT DEVELOPMENTAL LEVEL
Adults should accept the child In a positive way; the child will feel this acceptance.
Art activities can be planned that are slight challenge for the child’s present level; should not be so hard that it will frustrate the child.
Feeling of successful in art activities, children learn to feel more sure bout themselves and their skills.
Self confidence is built on a circular relationship between teacher and child.
2. PROVIDE AN ENVIRONMENT THAT IS COMFORTABLE FOR THE AGE LEVEL OF GROUP
The room should be plan like they feel its home; tables, chairs that are the right size for young children.
The floors should be covered at children’s work area so that children can work freely without worrying about spills.
It’s hard for children to feel good about themselves and their work when they are always being told they are ‘too messy’.
3. PROVIDE AN ENVIRONMENT THAT IS APPROPRIATE FOR CHILDREN WITH SPECIAL NEEDS
Adapt the environment so that children with special needs can successfully function in the program.
4. PROVIDE MATERIALS AND ACTIVITIES
THAT ARE AGEAPPROPRIATE
By giving the children tools they are able to work with at their age and skill level, the teacher helps them have more success in art projects.
Success helps them grow pride and confidence and know that they can do things well.
5. PROVIDE CREATIVE MATERIALS AND ACTIVITIES THAT THE CHILDREN CAN WORK ON AND COMPLETE BY THEMSELVES
Activities that children can finish themselves help them feel more self assured and confident about their art ability.
Teachers need to be good observers to know exactly what materials and activities are developmentally appropriate for each child.
The creative process offers opportunities for
children to gain a spirit of independence and a sense of personal autonomy when the choice of medium, process or kind of expression is their own
CHILD-TO-CHILD RELATIONSHIPS
1. SHARING IDEAS & OPINIONS
Art activities provide endless opportunities for a child to learn how other children feel about things.
Example; 3 –year old boy may hear for the first time how another child his own age feels about his painting.
An action as simple as putting easels sidebyside encourages this type of social learning.
Although this sharing can be new and exciting for a child, it can also be hard for some children to accept it first.
Children may have good feelings about themselves and their work in art; they can learn to accept ideas about their work from others.
The chance to share ideas and talk about one’s own work or the work of others is the beginning of a new type of relationship –sharing relationship. The child begins to see that other children have different ideas and feelings.
This type of sharing encourages the child understand that people can have different feelings and ideas and still be friend.
2. SOCIAL COMPETENCE
the ability to get along with others
McClellan & Katz (2003), during the last two decades, a large body of research has accumulated that indicates that unless children achieve minimal social competence by about the age of 6 years, they have a high probability of being at risk throughout life.
These risks are many:
i. Poor mental health.
ii. Dropping out of school.
iii. Low achievement.
iv. Other school difficulties.
Working together in the early childhood program, children learn how to get along with each other.
Sharing materials and ideas, children learn to give and take of being in a group the skills of
social competence.
3. EXPRESSION OF FEELINGS
The use of color and the size or placement of representations frequently reflect healthy emotions that are difficult to express in words.
Example; children who are afraid of the dark may paint some brown or black or purple renditions to express this feeling.
Expressing strong feelings through art rather than through destructive acts may provide catharsis for emotions.
4. COOPERATION & SHARING
Working together with other children in creative activities gives a child the chance to learn about being with others.
Being with others teaches a child the value of sharing and cooperation.
Example; working with limited amounts of crayons, paint and paper means that a child has to share; later the child learns that sharing is a part of being in a group.
CHILD-TO-TEACHER RELATIONSHIPS
1. BUILDING RAPPORT
relation
Building a warm and friendly feeling, a rapport between a teacher and child is not always easy; it does not happen quickly.
The best learning and teaching take place, when the child and teacher have this feeling for each other.
Ways in which child teacher relationship may be enhanced.
i. Welcome each child into the room; make the child feel wanted and special.
ii. When speaking to children, look into their eyes.
iii. When speaking to children, use their names.
iv. Understand that children like to feel proud of themselves.
v. Talk with and listen to every child as much as possible.
vi. Use normal speaking voice.
2. ACCEPTANCE
When children feel accepted by people who are important to them, they are better able to develop a sense of trust in those people.
When teacher accepts and respects each child’s physical and artistic abilities, the children then accept each other.
By accepting each other, they learn about ideas, opinions and feelings different from their own.
3. PROVIDE AN ENVIRONMENT THAT RESPECTS INDIVIDUALITY
Teachers trying to provide a climate in which children can take risks in their own ways, will accommodate the differences they observe in children.
Some children may be reluctant to work with a new art technique such as printing using a brayer for the first time.
The teacher accepts this and allows alternative activities for all students.
CHILD-TO-GROUP RELATIONSHIPS
Taking parts in creative activities, a child learns to be in a group.
Being a group at school is not the same as being in a family; in school the child is a student as well as a member of the group.
In a group, the child learns many things :
i. Child learns how to follow – learn using paintbrush by following directions
ii. Child learns how to lead a group – child in charge of his group’s paint learns to be a leader with responsibility.
They learn that being in a social group has advantages being with other children their own age, working, sharing ideas and having fun with them
SUMMARY
Well-planned creative activities help children develop good feelings about themselves and their abilities.
A child learns to be with other children, with adults other than parents and to be in a group.
The social skills learned in the early childhood art program help children adapt to other groups outside the school.