Play-based art activities in early years: teachers’ thinking and practice

Savva, Andri; Erakleous, Valentina

doi:10.1080/09669760.2017.1372272

Cited by 4 publications

(3 citation statements)

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“…In this pre-service training literature we find a notable interest in identifying the potential of photo-elicitation-it has been used to investigate teachers' cognition, their theories, ideas, beliefs and values, providing knowledge that enables awareness and reflection, influencing their development or modification and, consequently, in decision-making in educational action Caielli et al, 2018;DiCicco, 2015;Graziano, 2011;Johnson & Smagorinsky, 2013;Mathews & Crew, 2016;McCartney & Harris, 2014;Sinclair & Thornton, 2018;Varea & Pang, 2018;White & Murray, 2016). Likewise, the teacher's understanding and thinking are enhanced through photo-elicitation, and several studies have reported that this technique has a positive impact on their professional identity (Allen & Labbo, 2001;Da Cunha et al, 2014;Mitchell et al, 2010;Salazar et al, 2016;Savva & Erakleous, 2018;Seow, 2016;Villacanas de Castro, 2017;White & Murray, 2016). This technique has been used in various subjects during pre-service teacher training, but most studies have focussed on Physical education and English (Da Cunha et al, 2014;Langdon et al, 2014;Legge & Smith, 2014;Sinclair & Thornton, 2018;Varea & Pang, 2018;Walker et al, 2017; for the second, Caielli et al, 2018;Dicicco, 2015;Graziano, 2011;Johnson & Smagorinsky, 2013;Villacanas de Castro, 2017;White & Murray, 2016), while two have dealt with photo-elicitation in social studies (Garrett & Matthews, 2014;Mathews & Crew, 2016).…”

Section: Photo-elicitation In the Pre-service Teacher Practicummentioning

confidence: 99%

Photographic Elicitation and Narration in Teachers Education and Development

2023

Teacher Education, Learning Innovation and Accountability

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This book series offers research-informed discussion and analysis of teacher preparation, certification and continuing professional learning and the related practice and policy drivers for change and reform. The series fosters and disseminates research about teaching as a profession of choice while offering a unique link to the realities of pre-service experience in workforce preparation. It takes account of research on teacher formation that opens up issues not routinely connected: what teachers need to know and be able to do, and who they are, namely the person of the teacher and their capabilities in contributing to students' personal development and wellbeing. This goal provides a current, practical and international view of the future of initial teacher education programs.

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Section: Photo-elicitation In the Pre-service Teacher Practicummentioning

confidence: 99%

Photographic Elicitation and Narration in Teachers Education and Development

2023

Teacher Education, Learning Innovation and Accountability

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“…The Drawing Garden is an example of how playful ways of making and viewing art can develop learning in an art center in early childhood settings. The process is based on authentic, participatory, and place-based art leaning (Savva & Erakleous, 2018) and employs methods of action participatory research (Baker & Davila, 2018).…”

Section: Inspirationsmentioning

confidence: 99%

Lear-ning Through Art #3: International Pictures of Practice

2022

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During the time that this book has been in preparation, the world has endured a global pandemic; COVID-19 has forced us to reconsider our normal ways of working. Before the pandemic, art educators could simply visit other schools and teachers in order to share, refresh practice and exchange ideas, but since 2020 that has proven problematic. Travel, even locally, has been difficult and one result of this has been the rise of so called 'remote learning' for many. Teachers and artist-teachers have been compelled to find alternative ways to stay connected and work together. As an editorial team we were very conscious of these challenges and made every effort to help the authors present their work in the best possible way. The book is available on an open-access basis in order to be available to the widest possible cross section of the art education community. Readers may download the entire book or only the section(s) that particularly interest them. We invite you to explore each of the sections and hope that the book as a whole will stimulate debate, discussion and the sharing of ideas and methods.Through personal, richly illustrated and highly readable accounts, authors reflect on their practice in visual arts education and the interconnections of art, design, craft and visual culture education. The book is arranged four sections, the first three follow chronological order; age groups 3-7; 8-11 and 12-18 and the fourth section cuts across age groups and addresses key issues of art-infused inclusive education.The opening section concerns work with the students in the vital early years of ages 3 -7. This section is edited by Gabriella Pataky, Director of the Art Teacher Master's Program at ELTE TÓK University, Head of Department of Visual Education and working at the Moholy-Nagy University of Arts and Design in Budapest. Her work with the authors in this section provides an insight to some of the fascinating work going in early years education. With 11 essays, readers are offered a valuable 'snapshot' of education through art with younger children. PrefaceIn 2019, at the International Society for Education through Art (InSEA) World Congress in Vancouver, the second book in the Learning Through Art series entitled Learning Through Art: International Perspectives was published. During that event, the call for this book was launched with the central theme international pictures of practice. Our broad aim was to present readers with clear, first-hand accounts of what artisteducators are doing in a variety of contexts, for example, schools, communities or other settings. The notion of pictures of practice encouraged people from all parts of the world to submit visual essays or reports. We asked art educators to tell us, in their own words, what they are doing in classrooms and communities with young people aged between 3 and 18 years. In addition, we asked for examples of inclusive practices in education through art. As the title suggests, we aimed to make this a very visual book; art educators were invited to submit imag...

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“…No obstante, estos resultados requieren replicación, por el motivo señalado y por ser un proyecto de innovación. Sin embargo, la evidencia que aporta es consonante con la de otros trabajos (Mitchell et al, 2010;Savva & Erakleous, 2018;Vigo & Soriano, 2014). La indagación narrativa, en el primer caso, nos ha permitido llegar a obtener dimensiones relevantes de las realidades vividas y conceptualizadas por los participantes, siendo sometidas a un proceso de re-significación, clave para el cambio de las prácticas docentes y las relaciones entre los alumnos desde sus preconcepciones, valores y acciones, con una progresiva contribución a la mejora de la práctica docente y de la convivencia intercultural.…”

Section: Conclusionesunclassified