Characteristics and Implications

Characteristics of Early Learners:

Annette Swann: The Role of Media and Emerging Representation in Early Childhood

1.      “Young hands respond to materials that yield to the touch. Imaginations are quick to attend to emotive expression and bright colors.” (Swann, 2005)

2.      “The sensory qualities of art materials are a strong attraction to children who seldom tire of exploratory experiences of all types.” (Swann, 2005)

3.      Most children are able to make connections between the qualities of different media and how it can symbolize objects in the outside world at about the age of 3. (Swann, 2005)

4.      "Young hands need materials that are easy to handle if the child is going to acquire a symbol system of equivalencies that represent objects in the real or imaginary world". (Swann, 2005)

Marianne S. Kerlavage: Understanding the Learner

5.      Sometimes a child’s drawing will contain no images that an adult can recognize, but for that child it contains meaning and represent his/hers initial attempts to represent their world. (Kerlavage, 1998)

6.      Young learners tend to make symbolic representations of objects rather than draw them realistically. (Kerlavage, 1998)

7.      “Cognitive growth travels through stages, is influenced by culture and surroundings, and is defined differently for every individual.” (Kerlavage, 1998)

8.      “Children recognize different colors but seldom choose to use colors with forethought. They may overlay many different colors and enjoy experimenting with line. Children also enjoy the kinesthetic activity of modeling materials.” (Kerlavage, 1998)

A.M. Kindler & B. Duras

9.      In Swann’s article she referenced Kindler and Duras and stated that “in the early stages of a child’s schematic development, representation occurs through a plural media channel, including vocalization, verbalization, and gestures, as well as mark making. (Duras & Kindler, 1994, 1997)

Implications:

1.      (and 2) Use materials that will capture and engage the children senses.

3.      Show children what kind of shapes can allow them to symbolize the world around them. Give them examples.

4.      Give children materials that are easy to work with such as clay and finger painting. These materials allow for open exploration.

5.      (6 and 7)Be aware of what level of learning each student is at so that our teaching has a greater impact.

8.      Don’t give children projects they have to plan in advance and take many weeks to accomplish. The child may find it difficult and/or boring and move on. Give things short and simple.

9.      Getting down to the level of the child will help you understand where they are coming from and will better help you in teaching them.

References:

Kerlavage, M. S. (1997). Understanding the Learner. In Teacher As Choice Maker (1st ed.). (pp. 23-37). US: Prentice Hall.

Kindler, A. M., & Duras, B. (1994). Artistic development in context: Emergence and development of pictorial imagery in the early childhood years. Visual Arts Research, 20(2), 1-13.

Kindler, A. M., & Duras, B. (1997). Map of artistic development. In A.M. Kindler. Child development in art. (pp. 17-44) Reston, VA: NAEA.

Swann, A. (2005). The Role of Media and Emerging Representation in Early Childhood. Art Education, 58(4), 41-47.