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Visual Arts Education for Young Children In Aotearoa New Zealand
11 references·2 citing·38 second hop
Visual Arts Education for Young Children In Aotearoa New Zealand (2017)Visual Arts Education for Young Children …A history of visual art education in early childhood in New Zealand: Looking backwards to go forwards (2010)A history of visual art educa…Reggio Emilia Pedagogy in Early Childhood Education: How can this approach enhance visual arts experiences in New Zealand? (2009)Reggio Emilia Pedagogy in Ear…Jake just does scribbles but I do pictures: Drawing self-efficacy and the messages four- to nine-year-old children give and receive about their drawing (2009)Jake just does scribbles but …Drawing as a Unique Mental Development Tool for Young Children: Interpersonal and Intrapersonal Dialogues (2005)Drawing as a Unique Mental De…Making Learning Visible: Children as Individual and Group Learners (2002)Making Learning Visible: Chil…Making learning visible : children as individual and group learners (2001)Making learning visible : chi…Imitative, Complementary, and Expansive: Three Roles of Visual Arts Curricula (1994)Imitative, Complementary, and…Engaging Children's Minds: The Project Approach (1989)Engaging Children's Minds: Th…Creative and Mental Growth (1983)Creative and Mental GrowthAnalyzing Children's Art (1971)Analyzing Children's ArtCreative and Mental Growth (1965)Creative and Mental GrowthArtful learning: early childhood pre-service teachers and art integration (2024)Artful learning: early childh…Applications Art Appreciation in Teaching and Learning in Primary School (2019)Applications Art Appreciation…The hundred languages of children : the Reggio Emilia approach--advanced reflections (1998)Early childhood education society and culture (2004)Communication and Transformation through Collaboration: Rethinking Drawing Activities in Early Childhood (2008)Can arts-informed pedagogy facilitate communities of learning and belonging for minoritised early years children? An integrative review of research (2019)Thought and language (1962)Apprenticeship in Thinking (1990)Apprenticeship in thinking: cognitive development in social context (1990)‘Am I Like a Scientist?’: Primary children's images of doing science in school (2013)Drawing helps children to talk about their presenting problems during a mental health assessment (2013)Inclusion is a feeling, not a place: a qualitative study exploring autistic young people’s conceptualisations of inclusion (2018)Art Therapy, Profession or Idea? A Feminist Aesthetic Perspective (2000)Listening to and involving young children: a review of research and practice (2005)The Playing Learning Child: Towards a pedagogy of early childhood (2008)Young Children as Protagonists and the Role of Participatory, Visual Methods in Engaging Multiple Perspectives (2010)Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (1987)The Hundred Languages of Children: The Reggio Emilia Approach to Early Childhood Education (1993)Art is Experience: An Exploration of the Visual Arts Beliefs and Pedagogy of Australian Early Childhood Educators (2017)Pre-School Teachers’ Views on the Impact of Visual Arts Education on Early Childhood Education (2024)Discipline and Punish: The Birth of the Prison. (1978)Mind in Society: The Development of Higher Psychological Processes (1978)Naturalistic inquiry (1985)Talking, Thinking, Responding and Creating: A Survey of Literature on Talk in Art Education (2003)The Culture of Childhood and the Visual Arts (2007)Educating Music Teachers for the 21st Century (2011)Cognitive styles: Some information and implications for instructional design (1978)Stereotypes and Prejudice in Conflict (2005)The Arts and Australian education: Realising potential (2011)Teachers' Beliefs about Teaching and Learning: A Constructivist Perspective (1992)Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. (1996)Turning “play” into “work” and “work” into “play” (2000)Do those who know more also know more about how much they know? (1977)Stereotypic images of the scientist: The draw‐a‐scientist test (1983)The Role of Central Conceptual Structures in the Development of Children's Thought (1996)Principles of Possibility: Considerations for a 21st-Century Art & Culture Curriculum (2007)The Role of Creativity in Models of Resilience: Theoretical Exploration and Practical Applications (2008)Reconceptualizing the Role of Creativity in Art Education Theory and Practice (2009)Early Childhood Education as an Evolving ‘Community of Practice’ or as Lived ‘Social Reproduction’: Researching the ‘taken-for-granted’ (2003)Investigating Learning, Participation and Becoming in Early Childhood Practices with a Relational Materialist Approach (2011)
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References

  • 1983Creative and Mental Growth779 cited
  • 1989Engaging Children's Minds: The Project Approach712 cited
  • 1965Creative and Mental Growth670 cited
  • 1971Analyzing Children's Art446 cited
  • 2002Making Learning Visible: Children as Individual and Group Learners181 cited
  • 2001Making learning visible : children as individual and group learners159 cited
  • 2005Drawing as a Unique Mental Development Tool for Young Children: Interpersonal and Intrapersonal Dialogues95 cited
  • 1994Imitative, Complementary, and Expansive: Three Roles of Visual Arts Curricula56 cited
  • 2009Reggio Emilia Pedagogy in Early Childhood Education: How can this approach enhance visual arts experiences in New Zealand?11 cited
  • 2010A history of visual art education in early childhood in New Zealand: Looking backwards to go forwards11 cited
  • 2009Jake just does scribbles but I do pictures: Drawing self-efficacy and the messages four- to nine-year-old children give and receive about their drawing10 cited

Cited by

  • 2019Applications Art Appreciation in Teaching and Learning in Primary School8 cited
  • 2024Artful learning: early childhood pre-service teachers and art integration5 cited

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