Repositioning the Visual Arts in Early Childhood Education: A Decade of Reconsideration

Abstract

Five minutes remained before class was scheduled to begin, but Ming-Jen had already arrived at his Saturday morning art class. The opening routine was familiar, and he moved through it without hesitation, retrieving his name tag and his sketchbook from the counter just inside the door, locating a carpet square close to a container brimming with markers, and settling on the floor to draw. He selected a spot close to a favorite student teacher, a young man seated in the midst of carpet squares, markers, and children, ready to watch and to respond to the children and their drawings. The atmosphere was industrious as children trailed in sleepily or bounded through the door with great exuberance, and, having been greeted by teachers and friends, settling quickly to their work.

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