Art Curriculum, Learning Materials, and Cultural Capital in the Israeli Kindergarten

Toren, Zehava

doi:10.1080/00393541.2004.11651768

Cited by 9 publications

(5 citation statements)

References 15 publications

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“…Page (2007) also claimed that "low socioeconomic status results in low educational aspirations" in art education" (p. 52). Toren (2004) stated that upper-class parents considered creative and integrated art curricula to be good for foster children's imagination and individual expression, and problem-solving skills.…”

Section: Discussionmentioning

confidence: 99%

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Current Kindergarten Parents’ Attitudes toward and Beliefs about Children’s Art Education in Majority Cities and Counties of Taiwan

Hsiao¹

2015

IES

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Current kindergarten parents' attitudes toward and beliefs about children's art education in majority cities and counties of Taiwan were investigated. A review of the literature was conducted to identify several possible influences on parents' interpretation/ assessment of children's art education. Then, the researcher developed and distributed a questionnaire for parents; 1,010 copies were distributed and 800 copies returned-of these, 758 were valid. Findings were as follows: (1) Parents' occupations, educational backgrounds, genders, ages, classes attended by children, and children's genders had significant effects on the interpretation of children's art education. (2) More than 66% of Taiwanese kindergarten teachers used the theme-based teaching approach. (3) Over 72% of parents believed that kindergarten art educators should have basic drawing skills and familiarity with art supplies and craft equipment. (4) Majority parents believed children could attend art classes by 3 years of age, and also informed that their children had attended art classes at that age.

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Section: Discussionmentioning

confidence: 99%

“…The ability to represent one's experience through symbols is a primary cognitive achievement for young children (Golomb, 1992;Goodenough, 1926;Thompson, 1995, Toren, 2004. In creating art, children must organize their actions and thoughts into symbols and patterns (Lu, 2013).…”

Section: Art As Cognitive Activitymentioning

confidence: 99%

Current Kindergarten Parents’ Attitudes toward and Beliefs about Children’s Art Education in Majority Cities and Counties of Taiwan

Hsiao¹

2015

IES

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“…Therefore, it was deduced that parents with education from a college, university or graduate school or above, emphasised preschool art courses in their beliefs regarding art education. Moreover, Toren (2004) found that upper class parents considered how creating artwork is good for preschooler's problem solving abilities and fosters their imagination and individual expression. However, for other factors, no significant difference was found between parents with different educational backgrounds.…”

Section: Comprehensive Discussionmentioning

confidence: 99%

Taiwanese Parents’ Beliefs Regarding Young Children’s Art Education and the Actual Art Achievements of Children

Hsiao

Pai²

2014

IES

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The research goal is to ascertain the current beliefs of the parents of preschool children regarding art education in Taiwan. Background factors on the parents were tested to show the differences between the parents' beliefs regarding art education and the actual art achievements of the children. From there, relationships between the beliefs and the actual achievements were analyzed and established. The researcher prepared the self-completion survey and distributed 300 copies to parents; 267 copies were returned with an effective return rate of 92.87%. The findings were as follows:

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“…We propose a simultaneous assessment of the central propositions of social reproduction theory because the limited evaluation of the theory cannot explore the reproduction of the structure of inequality. For example, Katsillis et al (1990) and Toren (2004) evaluated the relationship between cultural capital of students and their academic achievements. They concluded the intergenerational perpetuation of social hierarchies.…”

Section: Modelling Social Reproduction Theorymentioning

confidence: 99%

Modelling Bourdieusian Social Reproduction Theory

2021

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Social reproduction theory claims that the social structure of inequality is the product of unequal distribution of resources. This inequality perpetuates across generations due to the strategies that agents use to maintain and enhance their relative positions in the social space of positions. This study built the triptych model of reproduction of social class to evaluate the social reproduction theory of Bourdieu. The model is consisted of three stages. The first stage explored that the cultural and economic capital are inversely related in the social structure of South Punjab. The second stage analyzed the reproduction of social class. The data supported the intergeneration perpetuation of the dominant class in south Punjab. The study excluded the third stage of mediation models. The study concluded that the structure of unequal distribution of resources perpetuated from one generation to the next. The study suggested that the triptych model of reproduction of social class may be used in the future studies to assess the social reproduction theory of Bourdieu.

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Art Curriculum, Learning Materials, and Cultural Capital in the Israeli Kindergarten

Cited by 9 publications

References 15 publications

Current Kindergarten Parents’ Attitudes toward and Beliefs about Children’s Art Education in Majority Cities and Counties of Taiwan

Current Kindergarten Parents’ Attitudes toward and Beliefs about Children’s Art Education in Majority Cities and Counties of Taiwan

Taiwanese Parents’ Beliefs Regarding Young Children’s Art Education and the Actual Art Achievements of Children

Modelling Bourdieusian Social Reproduction Theory

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