Investigation of Preschool Teachers’ Art Activity Practices

Abstract

Purpose: The purpose of the study is the investigation of preschool teachers’ art activity practices. Methodology: The study is a qualitative research and has been conducted with phenomenological design. The study group consists of 15 preschool teachers. Semi-structured interviews were conducted with preschool teachers in the study. Findings: It was found that one third of the teachers accepted themselves competent in art activities, and two thirds accepted themselves partially competent. While all of the teachers stated that they had semi-structured art activities done, a few teachers stated that they also realized unstructured activities. Within the context of art activities, teachers were identified to do technique-oriented activities (coloring, cutting and sticking, based on artists and art works and etc.), skills-oriented activities (creativity, fine motor skills and sense development), and realize environmental arrangements (art center, school garden and sensory table use). Additionally, teachers were reported to use art materials, natural materials, waste materials and manipulative materials the most, respectively. Suggestions: In preschool teacher education undergraduate programs, arts education courses should be conducted in a qualified and functional intended for early childhood period. Preschool teachers and experts working on early childhood arts education should be brought together with online or face-to-face training, and teachers' existing knowledge on the subject should be strengthened in theory and practice. Teachers should be supported with in-service trainings about art education in early childhood. Teachers should integrate art activities with other types of activities and combine artistic experiences and outdoor learning opportunities.

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