Nursing

Visual Arts-Based Themes and Studies Visual arts-based activities, thematic units or emergent investigations might focus on an artist, style, or medium and also provide a natural means for integrating different dimensions of the curriculum. One of the richest sources of inspiration for teachers is childrens picture books, since children are naturally drawn to the illustrations. […]

Visual Art Standards Themes and Corresponding Strategies Theme Strategies Creative involvement and expression Rotate materials in the art center so that children are exposed to a variety of media, techniques, and processes. Involve children in conversation about materialsfor example, talking about how drawing with chalk produces results that are different from drawing with markers, or

Art Center Materials Media Materials Applications Drawing Pencils, crayons, markers, colored pencils, chalk/pastels, erasers, rulers, different kinds and sizes of papers to draw on (drawing paper, sandpaper, construction paper, mural paper). (Crayons are available in “chubby” or “block” versions for easy handling by toddlers.) Exploring line quality, using tools in different ways (such as the

  The Art Center Artists work in different media, including drawing, painting, print making, sculpture, collage, fabrics/fibers, and so on, choosing materials according to their intentions or ideas or what is available. With proper supervision and safety precautions, even the youngest toddlers can use a variety of materials. Table 7.4 lists a broad range of

Visual Arts The visual arts provide opportunities for children to use materials they know to engage in experiences and also create products that encourage expression and imagination. In the 100 Languages of Children, from Reggio Emilia, arts media are considered a primary means for expressing thoughts, feelings, and cognitive understandings (Edwards, Gandini, & Forman, 1993).

Creative Arts Standards Creativityconsidered from a broad frame of reference about how children approach, interpret, and process informationis an integral element of ATL standards (Kagan, 2003). “The creative arts are our universal languagethe language of our imagination, of musicians and dancers, of painters and sculptors, storytellers and poets” (Edwards, 2009, p. iv). Early childhood curricula

Prop Box Themes and Materials Theme Materials Travel/Recreation Themes Beach or pool Towels, blanket, folding lawn/beach chairs, sunglasses, hats, umbrella, flip-flops, radio, water wings, inflatable raft, small cooler, beach ball, Frisbee, empty sunscreen bottle, buckets/shovels and sand molds, snorkel, lifeguard hat or T-shirt, whistle, first aid kit, bathing suits Fishing, camping, hiking Tent, camp stools,

Prop Box Themes and Materials Theme Materials Travel/Recreation Themes Beach or pool Towels, blanket, folding lawn/beach chairs, sunglasses, hats, umbrella, flip-flops, radio, water wings, inflatable raft, small cooler, beach ball, Frisbee, empty sunscreen bottle, buckets/shovels and sand molds, snorkel, lifeguard hat or T-shirt, whistle, first aid kit, bathing suits Fishing, camping, hiking Tent, camp stools,

Props, Accessories, and Themes To properly facilitate and encourage rich and complex dramatic play, teachers provide materials and accessories or props that children use, just like actors in a play or film, to lend credibility and realism to their language and actions. Artificial props and dress-up clothing for dramatic play may be purchased, but as

The Dramatic Play Area Like construction play, dramatic play at its best is directed by children, open-ended, and closely tied to ideas children have that come from experiences they have had and imagining those they might have or wish they could have. A key to facilitating effective pretend play is to provide many real-world props