12: The Therapeutic Value of Art

Artistic Processing Helps Children Resolve Feelings

Art is more than fun; it helps children express what they feel inside and resolve painful or confusing emotions.  In an early childhood classroom, this can show up in simple, everyday ways. For instance, a child who had a rushed morning with a stressed parent might arrive tense and withdrawn. When given time with paint or clay, that same child may begin to release their frustration through color, motion, and texture. What began as scribbles or pounding clay can slowly soften into focused play.

At times, art becomes a way for children to process the unthinkable. After the attacks on the Twin Towers in New York on September, 11^th 2001, it was nearly impossible to shield children from the breaking news that displayed the horrors of human destruction.  Soon after, teachers across the country began seeing children draw buildings, smoke, and people holding hands. Their artistic process of recreating images (and drawing new ones) gave children a way to make sense of events they could not put into words.  In such moments, a teacher’s presence and thoughtful response is as important as the art itself.  The thoughtful teacher could converse with the children about how they were feeling and offer comfort with statements like, “What you saw was very scary, but your parents and your teachers here at school are here to protect you and give you comfort”.  

Making art helps children feel safe, contented, and understood. The child who painted fiercely after a stressful morning may start to relax, talk about their day, or simply smile again. The child who drew the towers might tell a story of people helping each other, finding comfort in hope and connection.  It is the teacher's role to help start these conversations with the young child.

Art can also reduce stress and help children feel proud of who they are. When children see their artwork displayed, or when a teacher takes time to comment on their effort, they begin to internalize a sense of value and capability:  “I am important!”  Each creative act reinforces the message: “My feelings matter, and what I create has meaning.”  This further motivates thinking and acting innovatively.

As we learn to recognize our own emotions, we become better able to notice and respond to the emotions children reveal in their art.

What Teachers Learn When Children Express Through Art

By observing how children express emotions through art, teachers gain insights that go beyond what words alone can convey.

When children express emotions through drawing, painting, or building, teachers gain a window into their inner world. These expressions can reveal confusion, fear, joy, or longing emotions that are difficult for young children to express verbally. Attentive teachers often collect samples of children’s artwork over time, observing changes and patterns. When something stands out or raises concern, they collaborate with families and community agencies such as resource and referral agencies like Orange County Help Me Grow in Southern California to ensure each child receives the support they need. 

Respectful Observation

Respectful and unobtrusive observation of children’s artistic processes helps us understand who they are and how they see the world. It allows us to look beyond behavior and into meaning.

Consider a kindergarten teacher who became frustrated when five-year-old Katie repeatedly took a brush loaded with black paint from the easel area to the doll corner and began covering the dolls in thick strokes of black. The teacher, unsure of how to interpret this, sternly reprimanded Katie and placed her in a time-out, taking away her painting privileges for the rest of the week.

This response missed an opportunity for understanding. Instead of asking what Katie might have been expressing, the teacher focused only on rule-breaking. Yet Katie’s action could have carried layers of meaning: perhaps she was processing a strong emotion, experimenting with transformation, or exploring ideas about identity, power, or care. Her art offered a glimpse into how she saw her world at that moment. By punishing her, the teacher silenced that expression and replaced curiosity with shame.

A more thoughtful approach would have been to pause and think, then later invite conversation: “I noticed you painted the dolls black today. Can you tell me about that?” Such a question opens a door. It communicates that her ideas are valued, that her art is taken seriously, and that her teacher is a partner in understanding, not a judge.

Children feel seen and respected when adults recognize their artistic choices as meaningful, even if those choices are puzzling or messy. If Katie’s teacher had taken this approach, Katie might have felt supported emotionally enough to share her feelings, and her creativity (and trust) could have grown instead of shutting down.

Respectful observation starts with our willingness to slow down and question our own assumptions. Observation is just the first step; respecting the work children produce ensures their voices are valued.

Respect Their Work

Just as respectful observation helps us see the meaning behind children’s actions, respecting their artwork shows them that their ideas and efforts matter. Every brushstroke, collage, or scribble carries a piece of their thinking. When we appreciate their work, we strengthen their trust in us and in themselves.

Imagine you are learning to ski for the first time. You’ve just managed to get those heavy boots on properly when a well-meaning stranger steps in: “Here, let me help,” and takes over. Suddenly, your small triumph is gone. How you feel in that moment depends on how much you wanted help versus how much you wanted to master it yourself. Children feel the same way. They paint, build, and explore not only for fun but to gain a sense of mastery. When adults step in too quickly—by “fixing” their artwork or adding our own marks—we interrupt that learning moment.

Just as we must resist the urge to take over a child’s artwork, we must also resist reacting impulsively from our own frustrations.  Always ask before writing on a child’s artwork. Some children won’t mind, but others will feel that their work has been changed or taken over. When you do need to label or document, try writing on the back or on a separate piece of paper instead. Even better, let children write their own names or words, however they can. These early, imperfect marks are part of their unique expressiveness. Allowing them to take ownership in this way builds confidence, supports literacy, and sends a clear message: their work—and their effort—are respected.

Five Guiding Questions: Creating a Therapeutic Classroom

An imaginative classroom is also a therapeutic one. Children flourish when they feel emotionally safe, understood, and free to explore. Every element of the environment, from lighting to language, can either open or close the door to that sense of security. When teachers view children’s processes with respect, the next step is to shape the environment so that creativity and emotional well-being flourish. Ask yourself the following five questions to evaluate your classroom space both indoors and out.

1.  Does this Space Feel Safe and Calm?
The atmosphere sets the emotional tone. Soft lighting, muted colors, and cozy corners help children settle their bodies and minds. A relaxed, predictable space communicates: “You are protected here.” Materials should be easy to reach, non-toxic, safe, and arranged thoughtfully.  When children know where things belong and can explore freely, even moving materials from one area to another, they begin to relax. Curiosity and initiative replace fear and guilt, which young children are prone to feel as they are in Erikson's third stage of psychosocial development.

2.  Are Children Given Freedom to Express in this Space?
Creative expression cannot happen under pressure. Working and playing with art materials should never be about “doing it right.” When children are given open-ended materials (clay, paint, collage scraps, or natural objects), they express what words can’t capture. One child may swirl color to show joy, another may pound and pinch clay to release anger. Each act of creation becomes a form of self-regulation and discovery.

3.  Are Children Hearing Supportive Language?
As discussed in an earlier chapter, we know the words we use carry power. Supportive teachers choose language that invites conversation rather than judgment. Instead of “What is it?” try “Tell me about your picture.” Or invite discussion about the artistic elements of color, line, texture, shape or space.   Such open questions show genuine interest and leave interpretation in the child’s hands, as well as encouraging more language on the part of the child. Avoiding correction or praise lets children experience their art as personal truth rather than a performance for approval.

4. Do Children Experience Flexible Routines and Opportunities for Choice?
Predictable routines offer emotional steadiness. That consistency fosters emotional growth, and young children thrive on it. Within that structure, there should be an element of flexibility so that children can spend more time on a process of play even if a teacher calls: “group time!”. Meaningful choices build confidence and independence. Whether choosing which materials to use, where to sit, or when to be finished, these small decisions tell children their voices matter. Routine and choice together create balance: stability without rigidity. Together, routine and choice reinforce the emotional support children feel when their ideas are esteemed.

5.  Is there a Strong Connection with Families?
A therapeutic classroom extends beyond four walls. Sharing children’s artwork with families deepens understanding and builds trust. Additionally, displaying art respectfully or sending it home with an expert note helps families see their child’s growth through a creative lens. Inviting families to make art alongside their children turns the classroom into a shared space of healing and joy.   When adults experience the freedom to create without fear of being wrong, they often reconnect with their own creativity. That renewed sense of play and confidence can strengthen their relationship with the child as well.

Reflecting Thoughts

Creating a therapeutic classroom starts with us. The patience and curiosity we want children to develop must first be embodied by the teacher. When we take the time to listen to our tone, examine our assumptions, and recognize our urge to “fix,” we foster genuine connection. Regular self-reflection enhances our capacity to observe, respond empathetically, and respect each child’s artistic journey. In this reflective state, children feel emotionally secure, valued, and free to explore and express themselves. From attentive observation of emotions in art to honoring every brushstroke, our mindful focus helps children feel seen, heard, and confident. By prioritizing self-awareness, careful observation, and respecting children’s expression, and by creating a nurturing, therapeutic environment, we foster a space where children grow emotionally and artistically. They build resilience, confidence, and joy, understanding that their feelings, choices, and creativity are truly important.