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The effect of interventions on early childhood teachers in establishing a balanced process and product art environment : an action research project in early childhood education / Patricia Goff

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Identifier	Thesis 1586
Author	Goff, Patricia
Title	The effect of interventions on early childhood teachers in establishing a balanced process and product art environment : an action research project in early childhood education / Patricia Goff
Publisher	Central Connecticut State University
Date	2000
Resource Type	Master's Thesis
Notes	The National Association for the Education of Young Children, NAEYC, encourages teachers to provide young children with opportunities "...to explore and manipulate art materials and not to expect them to produce a finished art product" (Developmentally Appropriate Practice in Early Childhood Programs, [DAP] 1997, p.85). Children need to have extensive opportunities to explore art as a process. Product art (when students are involved in following directions that will result in an end-product that mimics that of a sample) needs to be less emphasized during the early experiences of young children. The purpose of this research project was to explore the effectiveness of a series of interventions designed to help early childhood educators provide a balanced process and product art program. Prior to the study, over 200 students who attended the preschool were primarily engaged in product art activities that were prearranged by a classroom teacher. There were four teachers involved in the study. Three interventions were evaluated: focused discussion groups, master teacher modeling, and a collaborative idea book. Two, one-hour focused discussion groups were held in January and February 2000 to discuss professional articles on the subject of process art. A master teacher conducted two process art lessons, one in January and the other in March 2000 for each teacher. Sample art activities were collected and included in a collaborative idea book prior to the start of the interventions and during the study. The study began in December and concluded in March. Data were acquired in three ways: observations, collection of sample art projects/activities, and a teacher questionnaire. An observation was conducted by the master teacher several times a week through a viewing window or by classroom visits to each of the teachers. Examples of the student's art projects were collected, photographed, and rated. A pretest and posttest questionnaire determined the teacher's assessment of art in their classroom and their understanding of process art. An analysis of the data collected revealed that teachers can offer a more balanced process and product art curriculum, even if their time with students is limited and their classroom environments are not ideal. Teachers in this study have done this by offering students more choice in colors and materials, using less pre-cut and prepared materials, providing art anytime with readily available supplies, and by changing their language from directional to suggestive, encouraging, and inquisitive in nature. I recommend that all early childhood educators assess their art offerings for young children. Ideally, children should be free to choose when to participate in art, what media to use, and they should be offered creativity in designing the end product. This study has shown that the interventions increased the teacher's knowledge in process art and in doing so, they now provide a more blended art curriculum even in a limited environment.
Subject	Art -- Study and teaching (Early childhood) Early childhood teachers Early childhood education
Department	Department of Teacher Education
Advisor	Ferrara, Margaret
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	45302882
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The effect of interventions on early childhood teachers in establishing a balanced process and product art environment : an action research project in early childhood education / Patricia Goff

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