NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1372426
Record Type: Journal
Publication Date: 2022
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1927-5250
EISSN: EISSN-1927-5269
Art-Based Kindergarten Practices and Their Coherence with Art Curriculum Objectives
Basak, Rasim; Erdem, Cagla
Journal of Education and Learning, v11 n6 p119-132 2022
Kindergarten teachers use art-based activities and practices because they are useful and functional in learning processes and they help learning in other subject areas. While teachers allocate great deal of classroom time for art practices, an art curriculum is not required or enforced at kindergarten level. The objective of this study was to examine kindergarten curriculum, and to clarify at what extent curriculum objectives and learning outcomes met art education learning outcomes specified for elementary level art education state standards. Document content analysis and descriptive survey questionnaire were used to collect information. Content analysis method was also employed to examine classroom applications and practices. Kindergarten curriculum and visual arts curriculum were also compared and analyzed in relation to teacher responses. The study clarified a need for an art integrated approach to kindergarten. Kindergarten activities majorly consist of art-based practices, therefore kindergarten curricula should be designed based on an art-based comprehensive understanding of educational interventions.
Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A