5.2: Creating Developmentally, Culturally, and Linguistically Appropriate Art Learning Experiences

Creating art lessons that are developmentally, culturally, and linguistically appropriate is essential for fostering creativity, self-expression, and cultural awareness in young children. Just as in other subject areas, it’s important to plan art activities that respect and reflect the children’s backgrounds, interests, and stages of development. These lessons should offer engaging opportunities for children to explore new ideas, materials, and techniques in ways that are culturally and developmentally appropriate.

Principles for Planning Developmentally, Culturally, and Linguistically Appropriate Art Lessons

When planning art lessons for young children, it's important to consider their age, developmental stage, and cultural backgrounds. These three factors—age-appropriateness, individual-appropriateness, and social and cultural-appropriateness—are key to creating meaningful and engaging art activities.

1. Age-Appropriateness

Educators should use established theories and research on child development to inform the selection of activities, materials, and interactions. Activities must align with the developmental stages of children, providing an optimal balance of challenge and support.

2. Individual-Appropriateness

Art lessons should be tailored to meet each child’s unique needs, interests, and strengths. This involves customizing activities to ensure meaningful engagement for all children, accommodating those who are more advanced as well as those who are still developing foundational skills.

3. Social- and Cultural-Appropriateness

Incorporating an understanding of the cultural backgrounds of the children into lesson planning is crucial. This includes using materials, symbols, and traditions that resonate with the children’s family experiences. Additionally, educators must consider linguistic diversity and design art activities that promote inclusion for all children, regardless of their linguistic background.

Planning Developmentally Appropriate Art Lessons

Creating a developmentally appropriate art lesson means selecting materials and activities that are suited to the developmental stage of the children in your care. Below, we will examine how to plan art activities for different age groups, ensuring engaging, developmentally appropriate, and reflective of cultural and linguistic diversity.

Infant Art Experience: Sensory Exploration Through Color and Texture

In the infant stage, art experiences focus primarily on sensory exploration. The goal is to engage the infant's senses of touch, sight, and movement while introducing basic concepts such as color and texture. At this age, children explore their environment through hands-on, sensory-rich experiences.

Example Activity: Blowing colorful, non-toxic bubbles towards infants, allowing them to track and pop them. This introduces them to color recognition while promoting visual and sensory exploration.

Infant Art Experience: Exploring Color with Sensory Bubbles

Age Group

Infants (0-12 months)

Setting                             

Cozy infant room in a multicultural early childhood setting. Infants aged 0-12 months from diverse cultural backgrounds (English, Spanish, Somali).

Materials Needed      

Non-toxic bubble solution, bubble wands, soft play mat.

Duration                         

10-15 minutes

Context                           

Sensory-rich environment for exploring basic colors and textures through a bubble activity. Focus on sensory exploration, visual tracking, and early language development.

Activity                            

Ms. Rose gathers the infants on a soft play mat and gently blows colorful, non-toxic bubbles towards them. She names the colors in English, Somali, and Spanish to expose the infants to different languages.

Teacher's Dialogue   

• Ms. Rose (to Liam, in English): "Red bubbles! Look at the red bubbles flying around!"
• Ms. Rose (to Zara, in Somali): "Buluug! Look, blue bubbles are flying through the air!"
• Ms. Rose (to Mateo, in Spanish): "Amarillo! Yellow bubbles, look how they float!"

Hands-on Exploration        

Infants are encouraged to reach for and touch the bubbles. Ms. Rose helps guide their hands if needed, bringing the bubbles closer to younger infants who cannot yet reach them.

Teacher's Dialogue (Continued)  

• Ms. Rose (to all): "Can you touch the bubble? Try to catch it with your hands! Look, you popped the bubble!"

She keeps the activity slow-paced, allowing the infants to explore at their own pace.

Cultural & Linguistic Integration 

The teacher speaks the color names in English, Somali, and Spanish to expose the infants to multiple languages, fostering early language development and cultural awareness.

Reflection and Sharing      

After the activity, Ms. Rose gathers the infants and reflects: "Look at all the beautiful bubbles! Did you see the colors? Red, blue, yellow. Let’s see if we can make more bubbles next time!"
She encourages caregivers to use the same color names at home.

Developmental Goals        

1. Visual Tracking and Focus: Infants will enhance their ability to visually track objects in their environment.
2. Sensory Exploration: Infants will explore different textures and colors through sight and touch.
3. Language Development: Infants will begin to hear the names of colors in English and their home languages, laying the foundation for future language development.
4. Cultural Awareness: Through multiple languages, Ms. Rose promotes respect for linguistic and cultural diversity.

Toddler Art Experience: Exploring Colors with Finger Painting

Toddlers benefit from hands-on experiences that allow them to explore the world around them. Art activities for toddlers should focus on promoting creativity through basic materials like crayons, paints, and fabric, encouraging fine motor skills and sensory exploration.

Example Activity: Finger painting with primary colors. Toddlers will experiment with color mixing and texture while learning to identify and name colors in their native language and English.

Toddler Art Experience Plan: Colorful Finger Painting Fun

Context                            

Sensory-based art activity for toddlers to explore colors using finger paints. The goal is to enhance fine motor skills, introduce basic colors, and celebrate cultural diversity.

Activity                             

Ms. Sanchez gathers toddlers around a low table with paper and paints. She introduces the activity and the colors they will use, incorporating language in both English and their home languages.

Teacher's Dialogue    

• Ms. Sanchez (to the group): "Today, we’re going to make colorful prints with our fingers! We’ll get to touch the paint and see what happens when we mix colors!"
• Ms. Sanchez (to Liam, in English): "What color is that?"
• Liam (in English): "Red!"
• Ms. Sanchez (to Zara, in Somali): "What color is that?"
• Zara (in Somali): "Buluug!" (Blue in Somali)
• Ms. Sanchez (to Mateo, in Spanish): "What color is that?"
• Mateo (in Spanish): "Amarillo!" (Yellow in Spanish)
• Ms. Sanchez (to Amira, in Arabic): "What color is that?"
• Amira (in Arabic): "Ahmar!" (Red in Arabic)

Hands-on Exploration        

Ms. Sanchez demonstrates dipping her finger into the paint and making prints. Toddlers are encouraged to explore by using their fingers to make marks, press, and squish the paint.

Teacher's Dialogue (Continued)  

• Ms. Sanchez to Zara: "I see you’re using blue, just like Liam! What else can we do with blue?"
• Zara (in Somali): "I’ll make a blue circle!"
• Ms. Sanchez: "Great job, Zara! That looks beautiful!"

Cultural & Linguistic Integration 

Ms. Sanchez encourages toddlers to connect colors with familiar objects at home.

• Ms. Sanchez to Amira: "What things at home are purple?"
• Amira (in Arabic): "My mom’s dress is purple."
• Ms. Sanchez: "How beautiful! We can add purple to our picture next time!"

Reflection and Sharing      

After the activity, Ms. Sanchez gathers the toddlers to reflect on their artwork.

• Ms. Sanchez: "Look at all the colorful pictures you made! Can you show us what colors you used today?"
• Liam (in English): "Red and yellow!"
• Zara (in Somali): "Buluug iyo casaan!" (Blue and red)
• Mateo (in Spanish): "Amarillo y verde!" (Yellow and green)
• Amira (in Arabic): "Ahmar!" (Red)

Teacher's Dialogue (Continued)  

• Ms. Sanchez: "Zara, you used blue and red—those are wonderful colors! What things at home are blue or red?"

Developmental Goals        

1. Fine Motor Skills: Toddlers practice finger movements that strengthen hand-eye coordination.
2. Color Recognition: Toddlers identify and name colors in both their home language and English.
3. Sensory Exploration: The finger painting activity provides a tactile experience for sensory development.
4. Cultural Awareness: Connecting colors with objects at home helps toddlers celebrate cultural diversity.

Preschool Art Experience: Exploring Color and Creativity

Preschoolers have developed the ability to focus on activities for longer periods, which provides the opportunity to engage in more complex art activities. At this stage, children are ready to explore color theory, texture, and simple artistic techniques.

Example Activity: Drawing with crayons, markers, and fabric swatches in various colors. Children can explore self-expression while also being encouraged to identify colors and make connections to objects in their environment, including those from their cultural backgrounds.

Preschool Art Experience: Colorful Self-Expression Through Art

Age Group                  

Preschoolers

Setting                         

Preschool classroom in a multicultural setting. Children aged 3-5 years from diverse cultural backgrounds (English, Spanish, Somali, Arabic).

Materials Needed   

Crayons, colored markers, construction paper, and fabric swatches in bright colors.

Duration                      

20-30 minutes

Context                       

Sensory-rich art activity designed to introduce preschoolers to the concept of color, foster creativity, and engage them in a developmentally appropriate way. The activity aligns with DAP, Head Start ELOF, and WMELS, supporting social, emotional, cognitive, and language development.

Activity                        

Ms. Lee gathers the preschoolers around the art table with various coloring materials. She introduces the activity, encourages them to explore colors, and connects the colors to familiar objects or concepts.

Teacher's Dialogue

• Ms. Lee (to the group): "Today, we’re going to make colorful pictures! We’re going to explore all the different colors we can see. Can you show me your favorite color?"
• Ms. Lee (to Liam, in English): "What’s your favorite color?"
• Liam (in English): "Blue!"
• Ms. Lee (to Zara, in Somali): "What’s your favorite color?"
• Zara (in Somali): "Buluug!" (Blue in Somali)
• Ms. Lee (to Mateo, in Spanish): "What’s your favorite color?"
• Mateo (in Spanish): "Rojo!" (Red in Spanish)
• Ms. Lee (to Amira, in Arabic): "What’s your favorite color?"
• Amira (in Arabic): "Ahmar!" (Red in Arabic)

Hands-On Exploration        

Ms. Lee demonstrates how to color using crayons and markers, showing how to press gently to make marks. She encourages the children to start coloring with their favorite colors.

Teacher's Dialogue (Continued)  

• Ms. Lee (to Zara): "I see you’re using red, just like Mateo! What else can we color with red?"
• Zara (in Somali): "I will color the apple red!"
• Ms. Lee: "Great idea! Red apples are so nice and bright!"

Cultural & Linguistic Integration 

Ms. Lee encourages children to share what things in their culture or at home are the same colors they’re using.

• Ms. Lee (to Amira): "Amira, what is your favorite color? What things at home are that color?"
• Amira (in Arabic): "I like purple. My mom wears a purple dress!"
• Ms. Lee: "How beautiful! Purple dresses are so lovely. We can add purple to our picture, too!"

Reflection and Sharing      

After the activity, Ms. Lee gathers the preschoolers to reflect on their artwork and share their colors.

• Ms. Lee (to the group): "Look at all the beautiful colors you used today! Can you tell us what colors you used?"
• Liam (in English): "Blue and yellow!"
• Zara (in Somali): "Buluug iyo casaan!" (Blue and red)
• Mateo (in Spanish): "Rojo y verde!" (Red and green)
• Amira (in Arabic): "Ahmar!" (Red)

Teacher's Dialogue (Continued)  

• Ms. Lee: "Zara, you said 'buluug iyo casaan' (blue and red) — those are beautiful colors! What’s something in your house that’s blue or red?"

Developmental Goals        

1. Fine Motor Skills: Preschoolers practice hand-eye coordination through coloring.
2. Color Recognition: Preschoolers learn and reinforce color names in both their home language and English.
3. Creative Expression: Preschoolers express their creativity through color exploration.
4. Cultural Awareness: By connecting colors with objects in their culture and home, preschoolers develop an understanding and appreciation for diversity.

Integrating Cultural and Linguistic Awareness into Art Activities

As with other areas of development, it is important to ensure that art activities are culturally and linguistically appropriate. This involves integrating the children's cultural backgrounds into their art experiences. For example, a painting activity might involve using materials or themes that are familiar to the children, such as incorporating cultural symbols or traditions into their artwork.

Example: In a multicultural classroom, children might be encouraged to create art representing their family or cultural traditions, which helps them connect their learning to their home life and community.

Using Materials That Reflect Diversity

The materials used in art activities should be diverse and reflective of the children's cultures. For example, offering dolls and play figures that represent different ethnicities, family structures, and community roles can help children learn to value diversity while also reflecting their own experiences.

Creating developmentally, culturally, and linguistically appropriate art experiences for young children is essential for fostering creativity, self-expression, and respect for diversity. By integrating cultural backgrounds, developmental stages, and language exposure into art activities, educators can provide meaningful and engaging experiences that support the holistic development of children. Whether working with infants, toddlers, or preschoolers, the use of culturally relevant materials and activities not only enhances children's learning but also encourages a deeper understanding and appreciation of their own and others' cultures. Through these art experiences, children are provided with opportunities to explore, create, and communicate in ways that are both developmentally appropriate and culturally enriching.

Creativity and Developmentally Appropriate, Culturally, and Linguistically Appropriate Experiences and Environments

Creativity in early childhood education is multifaceted, encompassing specific art activities and broader strategies for fostering creative development. By integrating developmentally, culturally, and linguistically appropriate art experiences with general creativity support strategies, educators can create a comprehensive and inclusive learning environment that nurtures every aspect of a child's creative potential.

Connecting Art Activities to Creativity Support

Art activities are a powerful tool for fostering creativity in young children. These activities not only provide opportunities for self-expression and exploration but also help children develop essential skills such as fine motor coordination, color recognition, and cultural awareness. When combined with responsive teacher-child interactions and thoughtfully designed environments, art activities can significantly enhance children's creative development.

Enhancing Art Activities with Responsive Interactions. Responsive interactions, such as taking cues from the child and asking open-ended questions, can deepen the impact of art activities. For example, during a finger painting session, a teacher might ask, "What else can we do with blue paint?" This encourages children to think creatively and explore new possibilities. Positive reinforcement, such as praising a child's effort in mixing colors, further supports their creative exploration.

Creating Stimulating Environments for Art Activities. The physical environment plays a crucial role in supporting art activities. Sensory-rich areas with diverse materials, such as light tables and mirrors, provide a stimulating backdrop for creative exploration. Spaces designed for both individual and group activities, such as cozy corners and interactive learning centers, offer children the flexibility to engage in solitary or collaborative art projects.

Integrating Cultural and Linguistic Awareness

Incorporating cultural and linguistic awareness into both art activities and general creativity support strategies ensures that all children feel included and valued. Using materials and symbols that resonate with children's family experiences and designing activities that promote linguistic diversity fosters a sense of belonging and respect for diversity.

Example Integration: Multicultural Art Projects A multicultural art project, such as creating artwork representing family traditions, can be enhanced by responsive interactions and a stimulating environment. Teachers can encourage children to share stories about their artwork, ask open-ended questions about their cultural symbols, and provide positive reinforcement for their creative efforts. The environment can be enriched with materials that reflect the children's cultures, such as fabric swatches and dolls representing different ethnicities.

By bridging developmentally, culturally, and linguistically appropriate art experiences with broader strategies for supporting creativity, educators can create a holistic and inclusive learning environment. This integrated approach not only enhances children's creative development but also fosters self-expression, problem-solving skills, and cultural awareness. The following sections will delve deeper into specific strategies for supporting creativity through teacher-child interactions and the physical environment.

Learning Objectives

By the end of this section, you should be able to:

• Explain the importance of teacher-child interactions in fostering creativity, emphasizing how responsive, open-ended conversations and questions stimulate children's imagination and problem-solving skills.
• Identify strategies for early childhood educators to support creativity through interactions, such as providing positive feedback, offering challenges, and encouraging children to express their ideas in various forms.
• Describe how the physical environment can influence and support creativity in young children by providing stimulating, flexible spaces that encourage exploration and expression.
• Identify key elements of an environment that foster creativity, such as access to diverse materials, open-ended play spaces, and opportunities for collaboration and individual expression.

Supporting Creativity Through Interactions

Daily interactions provide the foundation for creativity in young children. Children who have developed relationships with warm, caring adults will be more likely to feel safe in exploring new situations and environments. The way adults interact with young children can either encourage or stifle their creative exploration. Supporting creativity in daily interactions involves being responsive, providing opportunities for exploration, and encouraging curiosity.

Responsive Interactions

Responsive interactions are key to nurturing creativity.

1. Take cues from the child. When adults respond to a child’s cues, they validate the child’s feelings and ideas, which fosters confidence and encourages further exploration. For example, if a toddler points to a bird outside, the professional might respond by talking about the bird, mimicking its sounds, or even encouraging the child to draw or imitate the bird. These interactions help children feel that their ideas are valued and worth exploring.
2. Open-ended questions. Simple activities such as asking open-ended questions, encouraging imaginative play, and providing positive reinforcement can significantly impact a child’s creative development. For instance, instead of asking, "What color is the sky?" you might ask, "What else could the sky look like today?" This type of questioning encourages children to think beyond the obvious and explore possibilities.
3. Positive reinforcement and praise. Positive reinforcement, such as praising a child’s effort rather than the outcome, fosters a growth mindset that is crucial for creative thinking (Dweck, 2006). For example, saying, "I love how you mixed those colors together," rather than "Your painting is beautiful," emphasizes the process of creation rather than the final product, encouraging further exploration and experimentation.

Encouraging Exploration

Providing opportunities for exploration is another way to support creativity. This can be as simple as allowing young children to explore different textures, sounds, and materials. For example, a caregiver might provide a variety of safe household items, such as wooden spoons, fabric, and empty containers, for infants and toddlers to explore (Council for Professional Recognition, 2023). This not only supports sensory development but also encourages the child to think creatively about how to use these objects in different ways.

In the photo below, an exploration area has been set up with various sensory bottles, scarf pull, touch lights (batteries are behind a screwed-in compartment), and a board with many flooring samples to touch and/or sit/walk/crawl on in an infant classroom. (The photo was taken during a conference on a Saturday morning, which is why a coffee cup is sitting on top of the shelf. No children were present.) The exploration area is set up in a safe, open place for infants to move freely and have uninterrupted time to explore. Depending on the age and developmental needs of the child(ren), these spaces will look very different.

Figure \(\PageIndex{1}\): "Infant Discovery Learning Area" by Heather Carter is licensed CC BY-SA.

In essence, the early childhood environment is more than just a physical space—it is a dynamic ecosystem that shapes and nurtures young minds. While a professional's vision and design of the environment affect children's responses and prompt engagement, it is the child's use of the environment that determines how learning and development occur in meaningful ways.

The early childhood environment serves as a canvas for fostering creativity. Children are naturally curious and imaginative beings, and their surroundings significantly influence the expression of these qualities. A well-designed environment encourages exploration, experimentation, and problem-solving, all of which are fundamental aspects of creative development. From open-ended materials to inviting spaces that stimulate the senses, every element of the environment contributes to sparking and nurturing children's creativity.

Figure \(\PageIndex{2}\): "Toddlers Exploring Sounds" by Heather Carter is licensed CC BY-SA

Moreover, the early childhood environment is a powerful catalyst for learning. Young children learn best through hands-on experiences and meaningful interactions with their surroundings. An environment that is rich in age-appropriate, open-ended materials provides ample opportunities for children to engage actively in the learning process. By immersing themselves in a stimulating environment, children can absorb new concepts, develop essential skills, and make meaningful connections that lay the groundwork for future academic success.

Finally, the early childhood environment plays a crucial role in facilitating self-expression. For young children, finding ways to communicate thoughts, feelings, and experiences is essential for social and emotional development. An environment that values and supports self-expression empowers children to express themselves authentically through various media, such as art, music, movement, and dramatic play. By providing avenues for self-expression, the early childhood environment fosters confidence, self-awareness, and a sense of belonging, which are essential for overall well-being and positive social interactions.

Planning Effective Environments

While environments were explored more in-depth earlier in the text, there are a few general considerations that align well with understanding how to support children's creativity and the process of learning. Think of spaces that make you feel calm, focused, and welcomed. What do they look like? What elements do they include? Now, consider the diverse people, families, and communities that comprise an early childhood program. How do we blend the two together?

By reflecting the diversity within the culture, language, and geographical features within the local community, and children's interests with more commonly identified elements such as lighting, colors, textures, organization, and presentation of spaces, we can create an environment that communicates a sense of belonging.

Warm and Welcoming

Natural lighting is important to learning and behavior because it helps regulate our mood (Boubekri et.al, 2014), and has been proposed as the single most important element in the learning environment (Fielding, 2017). However, using natural light isn't always conducive to spaces that were retrofitted or not designed with light in mind. Using sturdy table and floor lamps can help accentuate specific areas of the room or materials, in addition to supplementing natural light (Isbell & Yoshizawa, 2016).

Figure \(\PageIndex{3}\): "Light Table and Props" by Heather Carter is licensed CC BY-SA. A light table is propped up vertically to illuminate objects in front of it. Black fabric is utilized behind and below the light table to help direct light.

Color, texture, and sound also play a role in establishing a sense of calm and warmth in the environment. Bright primary colors were once thought to engage children's senses for the promotion of activity and learning, eventually becoming a standard across many early childhood programs. However, partly influenced by the Reggio Emilia school environment, and partly influenced by research on how color affects our productivity, mood, and creativity, early childhood programs are now moving towards more neutral and earth tones so that the environment serves as more of a backdrop to creativity and learning.

Natural elements add texture and visual appeal. Rugs, nontoxic plants, pillows with washable covers, draped fabrics, and other materials can help define spaces when used in thoughtful ways. Sounds can also support or distract children's creativity. Arrangements of the spaces within the environment -- in keeping noisy spaces away from quieter ones -- and how music is used throughout the day are important to consider when designing a space that is warm and inviting.

Figure \(\PageIndex{4}\): "Infant Exploration of Colors, Mirrors, and Boxes" by Heather Carter is licensed CC BY-SA

Provide a Sense of Belonging

Most early childhood programs include children from a variety of ethnic backgrounds, cultures, lifestyles, abilities, languages, religions, and family structures. When these differences are reflected within the environment, it communicates a sense of belonging and expands the possibilities for creative work shaped by the characteristics and needs of the individual children (Isbell & Yoshiwaza, 2016).

Some ways to reflect this diversity are through:

• Display photos that represent the children, learning within the program, families, and/or places within the local community
• Display children's art, work, or familial artifacts
• Provide a variety of books, materials, and activities that are relevant to the current diversity within the group
• Bring in customs or traditions celebrated by children/families within the classroom

Consider Children's Work and Learning

In the realm of early childhood education, the environment plays a pivotal role in shaping young minds and fostering holistic development. Whether in large groups, small groups, pairs, or working individually, the design and arrangement of the learning environment significantly impact children's creativity and learning potential. One general consideration is the understanding that children need to do and use too much before they can learn how to use just enough. This extends from using a lot of paper to glue, paint, etc. Always make sure you have plenty of supplies on hand. If resources and budget are an issue, try using manila and butcher paper instead of construction paper, recyclables, and diluting glue or watercolor with a little bit of water.

Figure \(\PageIndex{5}\): "Glue in Paint Pots" by Heather Carter is licensed CC BY-SA. Dilute glue with about 25% water in glue pots with paint brushes for a more cost-effective option for using glue in early childhood programs.

Large Groups

In large group settings, such as classrooms or communal spaces, the environment should be structured to accommodate diverse activities while encouraging social interaction and collaboration. Interactive learning centers and ample space for movement allow children to engage with peers, share ideas, and participate in group activities. To spark curiosity and promote active participation, consider incorporating:

• stimulating visuals,
• age-appropriate materials, and
• multisensory experiences.

Figure \(\PageIndex{6}\): "Older Toddler Classroom Reading Area" by Heather Carter is licensed CC BY-SA. The reading area in an older toddler classroom provides ample space for large groups that includes different surfaces and soft elements for sitting, lying, and relaxing while reading.

Small Groups

Conversely, in small group settings of two to six children, the environment can be tailored to facilitate focused exploration and meaningful interactions. Creating inviting spaces for small group discussion, cooperative projects, and guided activities could include:

• Cozy corners
• Rotated interest centers
• Cross-area play in learning centers. Cross-area play is unscripted play that provides children the freedom to utilize materials from all areas of the classroom (Minahan et.al, 2021).

By providing opportunities for children to work closely with peers, share perspectives, and problem-solve collaboratively, the environment cultivates creativity through a shared process.

Figure \(\PageIndex{7}\): "Cross-Play in Preschool" by Heather Carter is licensed CC BY-SA. A small group of four older preschoolers is having a picnic in the block area. These children chose the block area so that a road could be built to get to the picnic site. Cross-play with props from the home living area was encouraged by the teachers so that the group would fully commit to the shared vision.

Partner and Individual Work

Similarly, in partner and individual learning settings, the environment should be conducive to independent exploration, self-directed inquiry, and personalized learning experiences. Some of the ways to incorporate might include:

• quiet or alone areas (sometimes called safe spaces),
• designated workstations, such as a listening area,
• and comfortable seating arrangements that consider the type of work being offered as a rotated daily activity.

Figure \(\PageIndex{8}\): "Caused and Effect" by Heather Carter is licensed CC BY-SA. Exploring primary color tinted vinegar with baking soda on mirrors is set up as a rotated daily activity for children to explore individually or in pairs.

Providing children the autonomy to pursue their interests, engage in reflective practices, and pursue projects at their own pace empowers children to take ownership of their learning and express themselves creatively. By thoughtfully designing spaces that inspire curiosity, encourage exploration, and support diverse learning styles, professionals can create environments where every child thrives and discovers their full potential.

Supporting the Visual Arts

Preschool children often have a natural fascination with the process of creating visual art. Making marks, squishing clay, and using a brush to apply color are activities that attract most young children. In groups where children speak multiple languages and may not share common words, visual art can create connections and a way of communicating. Art can become a way for people to connect across cultures to their common humanity; an appreciation for it may begin in preschool. Inviting families into the environment to share works of art from the home is an opportunity to build a bridge to the home.

Young children are naturally creative. The visual art framework is designed to encourage creativity; open-ended projects emphasize the process of working with visual materials. In other words, the curriculum is not focused on encouraging a child to produce, for example, a specific painting, but rather to practice using a brush on paper without a set outcome.

Figure \(\PageIndex{9}\): This child painting at the easel.[1]

Children are both consumers and creators of visual arts, which is reflected in the foundations:

Visual Art

1.0 Notice, Respond, and Engage

Notice, Respond, and Engage Visual Art Milestones

At around 48 months of age	At around 60 months of age
1.1 Notice and communicate about objects or forms that appear in art.	1.1 Communicate about elements appearing in art (such as line, texture, or perspective), and describe how objects are positioned in the artwork.
1.2 Create marks with crayons, paints, and chalk, and then identify them; mold and build with dough and clay, and then identify them.	1.2 Begin to plan art and show increasing care and persistence in completing it.
1.3 Enjoy and engage with displays of visual art, inside or outside the classroom. Begin to express preferences for some art activities or materials.	1.3 Enjoy and engage with displays of visual art. May expand critical assessment of visual art to include preferences for types of artwork or art activities.
1.4 Chooses own art for display in the classroom or for inclusion in a portfolio or book, and briefly explains their choice.	1.4 Choose own art for display in the classroom or for inclusion in a portfolio or book and explain her or his ideas in some detail.

2.0 Develop Skills in Visual Art

Develop Skills in Visual Art Milestones

At around 48 months of age	At around 60 months of age
2.1 Make straight and curved marks and lines; begin to draw rough circle shapes.	2.1 Draw a single circle and add lines to create representations of people and things.
2.2 Begin to create paintings or drawings that suggest people, animals, and objects.	2.2 Begin to create representative paintings or drawings that approximate or depict people, animals, and objects.

Developmental Sequence of Drawing

When provided with tools and a supportive environment, children from ages three to five progress more rapidly in the visual arts than during any other two-year period before adulthood. Creativity and imagination are at their apex at age four-and-a-half years; most experienced preschool teachers will attest to this. The arts are a natural outlet for the creative thinking of a preschooler, and learning is rapid.

The progression of children’s drawing ability is the most documented in the visual arts. When children are given a means and a place to make marks, they begin with a series of vertical lines and move on to mandalas (i.e., repeated circles). The mandalas soon sprout legs and arms, then faces, and more detailed features such as hair, fingers, or eyes. Harvard University Professor Howard Gardner refers to this process as “the birth of the potato person.” This research has become so well-known that medical doctors will now check on children’s intellectual progress by asking the child and parent how detailed the child’s human-figure drawings are (rather than asking about letters and numbers) at the four-year and five-year checkups. Because children speak multiple languages and progress differently in writing skills, the question about drawing is more relevant and telling for this age group.

Developmental Sequence of Drawing

Figure \(\PageIndex{10}\): Early, nonrepresentational mark-making	Figure \(\PageIndex{11}\): A mandala becomes an early representational drawing of a sun.	Figure \(\PageIndex{12}\):The emergence of the “potato person”: a first effort at representing a person	Figure \(\PageIndex{13}\): A more advanced drawing: person wearing “sparkly shoes”

The painting progress of children is not as well-documented as their drawing progress. In general, children begin by simply experimenting with brushstrokes and the process of applying paint to a surface. Children’s first paintings are usually solid sections of a single color, two colors, or three colors at the most. The brushstrokes begin to change directions, and shapes emerge. Finally, children begin to attempt representational paintings. The subject matter of such paintings varies depending on the child, the teacher, and the environment.[2]

Teachers can support children’s development of the visual arts foundations with the following:

• Encourage engagement with art at all levels.
• Support exploration and discovery.
• Give children the time and space needed to explore creativity.
• Provide a comfortable environment in which children can practice art.
• Provide opportunities for children to reflect on their work.
• Respect individual developmental, cultural, and linguistic differences, and encourage children to respect them.
• Provide children simply with a means and place to make marks (e.g., a crayon and paper), and they will begin with the same basic images.
• Encourage communication around shape and form to aid children’s drawing skills.
• Help children acquire painting skills through practice with the tools.
• Stimulate children’s interest in color and the application of paint through other forms of painting.
• Create opportunities for children to work with dough, clay, or wet sand.
• Provide only the malleable material, without tools, during children’s initial explorations of sculpting so that children have a chance to explore through touch.
• Communicate to a group of linguistically and culturally diverse children through sculpture techniques by using nonverbal methods.
• Introduce tools after observing that children have had many “hands-on” opportunities to explore clay and dough sculpture.[3]

Figure \(\PageIndex{14}\): Working with clay is a different experience from working with play-dough.[4]

Table \(\PageIndex{1}\): Suggested Materials for Visual Art[5]

Type of Materials	Examples of Materials
Found or Recycled Materials	Old magazines for cutting and assemblage, toilet paper, and paper towel rolls
Basic	Tempera paints, construction paper, chunky crayons, watercolor trays
Enhanced	Tube watercolors and palette; watercolor paper
Natural Environment	Sticks, rocks, and pinecones for sculpture; clay and natural materials for pressing
Adaptive Materials	Thicker handles on some materials; an easel that can be adjusted to an appropriate height

Vignettes

Ms. Cheng is showing children how colors can be mixed to create other colors. While pouring some yellow paint on the plate, she says, “What is this color?” “Yellow!” shout the children. Knowing that some children speak other home languages, Ms. Lin asks, “Milagros, how do you say yellow in Spanish?” “Amarillo,” Milagros answers. “Samantha, how do you say yellow in Mandarin?” “Huang!” Samantha answers. Ms. Cheng pours out some blue paint and asks the same set of questions. As she moves on to mix the two colors, they turn green. This time, without prompting, some children shout, “Green!” others say, “¡Verde!” and others say, “Lu!”

---

It is springtime. The children have returned from a walk outdoors with handfuls of yellow flowers. The teacher places the flowers in a cup in the middle of the painting area and asks the children what the color of the flowers are. Then he asks, “What shapes do you see in the flower?” The children say, “Circles!” “Lines!” “Squares!” The teacher says, “Really? Where?” The children point at different parts of the flower. The teacher brings out brushes and paint and asks the children if they would like to paint the flowers.

Many of the children sit down and begin to work with the materials, producing all kinds of images. When a child has too much paint on the brush, the teacher assists in showing the child how to wipe paint from the brush on the side of the paint container. As the children finish, the teacher encourages them to talk about their paintings and then places them in the drying area. Some children finish quickly, and others become absorbed and work for a very long time. Some want to try several times on a new paper. A few children attempt to represent the flowers in their paintings, and others experiment with the movement of the brushes and the mixing of colors on the paper.[6]

References

[1] The California Preschool Curriculum Framework, Volume 2 by the California Department of Education is used with permission

[2] The California Preschool Curriculum Framework, Volume 2 by the California Department of Education is used with permission

[3] The California Preschool Curriculum Framework, Volume 2 by the California Department of Education is used with permission

Source of foundations: The California Preschool Curriculum Framework, Volume 2 by the California Department of Education is used with permission

[4] Image by Jennifer Paris is licensed by CC-BY-4.0

[5] The California Preschool Curriculum Framework, Volume 2 by the California Department of Education is used with permission

[6] The California Preschool Curriculum Framework, Volume 2 by the California Department of Education is used with permission

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Council for Professional Recognition. (3rd Ed.). (2023). Essentials for working with young children. Author.

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Fielding, Randall. (2017). Learning, lighting and color: Lighting design for schools and universities in the 21st century. DesignShare (NJ1). 

Isbell, R. & Yoshizawa, S.A. (2016). Nurturing creativity: An essential mindset for young children's learning. National Association for the Education of Young Children.

Minahan, L., Byrd, J., Dwyer, S., Romp, S., Viets, L., & Strekalova-Hughes, E. (2021). Sparking creativity with cross-area play. Teaching Young Children, 15(1).