Creative ArtProcess, representation and expression

Visual arts are a primary language for young children to communicate ideas, feelings and understanding.

Introduction

Visual arts in early childhood serve as a primary language through which children communicate their understanding of the world. Howard and Mayesky (2022) describe art as a cognitive process that involves thinking and predicting rather than merely producing a finished product. When children engage in art they are not just developing fine motor skills they are actively constructing knowledge and expressing complex emotions that they may not yet have the verbal vocabulary to articulate. By focusing on process learning where the value lies in the exploration of materials rather than the final outcome educators foster a child’s intrinsic motivation and aesthetic sensitivity.

Theories and Perspectives

The facilitation of art in the curriculum is supported by constructivist theories particularly those of Lev Vygotsky and Howard Gardner. Vygotsky emphasized that creativity arises from a child’s social interactions and cultural context suggesting that educators play a crucial role in scaffolding artistic expression. Furthermore Gardner’s Theory of Multiple Intelligences posits that art engages Spatial and Bodily-Kinesthetic intelligences allowing children to visualize the world and use their bodies to solve problems. Developmentally children progress through distinct stages from random manipulation and scribbling to preschematic symbol making reflecting their growing cognitive control.

Resources and Materials

To support creative expression educators must provide open-ended materials that encourage inquiry. Howard and Mayesky (2022) recommend avoiding closed resources like colouring books or pre-cut patterns as these limit creativity. Instead the environment should offer diverse media such as clay and easel paints alongside loose parts like recycled materials and fabrics that children can manipulate freely. In terms of digital technologies interactive media can be used as a tool for creation rather than passive consumption. Digital cameras and tablets allow children to document their artistic process or explore geometry software to manipulate shapes and lines.

Open-Ended Media

  • Clay, easel paints, drawing materials
  • Loose parts, recycled boxes, fabrics, natural items
  • Collage papers and safe joining materials

Inquiry Tools

  • Clipboards, fine markers for observational drawing
  • Photo documentation (digital cameras, tablets)
  • Geometry and shape manipulation software (age-appropriate)

Avoid Closed Resources

  • No colouring books or pre-cut patterns
  • Prioritise process, not uniform outcomes
  • Respect children’s ongoing work and choices

Age-Appropriate Learning Experiences

0 - 2 Years (Sensory Exploration)

Edible Finger Painting

For infants art begins with sensory exploration. We can introduce edible finger painting by placing the infant in a high chair or on a washable mat and providing non-toxic edible paint like yogurt mixed with food colouring directly on the tray. Encouraging them to use their hands to spread and mix the colours develops sensory awareness and explores cause and effect. This links to EYLF Outcome 4.1 regarding curiosity and imagination as they engage in what Howard and Mayesky (2022) describe as random manipulation.

Howard & Mayesky, 2022, EYLF Outcome 4.1

Texture Board Exploration

Another sensory experience for this age group is the texture board. Create a low board featuring materials like fur and sandpaper. Encouraging infants to scratch and feel the surfaces stimulates tactile perception and distinguishes physical properties. This links to EYLF Outcome 3.2 regarding sensory-motor development as children use their senses to explore form and texture.

Howard & Mayesky, 2022, EYLF Outcome 3.2

2 - 3 Years (Motor Skills & Cause-and-Effect)

Clay Pounding and Rolling

Toddlers benefit from physical art experiences like clay pounding. Provide large lumps of playdough and demonstrate how to pound it flat or roll it into snakes. Allowing them to manipulate the clay freely without expecting a specific object develops gross and fine motor control. This links to EYLF Outcome 4.2 regarding experimentation and corresponds to the controlled scribbling stage where children begin to gain control over their movements.

Howard & Mayesky, 2022, EYLF Outcome 4.2

Sponge Painting Prints

Provide thick paint and sponges cut into shapes. As children dip and press them onto paper to create prints they explore repetition and the physical process of transferring colour. This links to EYLF Outcome 5.3 regarding expressing ideas using media and helps children understand the properties of paint such as how it covers a surface.

Howard & Mayesky, 2022, EYLF Outcome 5.3

3 - 5 Years (Symbolic Representation & Planning)

Observational Drawing

Set up a table with natural objects like shells or flowers and provide clipboards with fine markers. Encouraging children to look closely and draw what they see helps them move from general symbols to detailed representation. This develops observational skills linking to EYLF Outcome 5.4 regarding symbols and patterns.

Howard & Mayesky, 2022, EYLF Outcome 5.4

Recycled Box Sculpture

Provide clean recycled materials like cereal boxes and tubes with strong tape. Challenging children to construct a 3D structure fosters spatial awareness and engineering thinking. This links to EYLF Outcome 4.2 regarding problem solving and inquiry as children learn to balance and attach materials to create a stable form.

Howard & Mayesky, 2022, EYLF Outcome 4.2

6 - 8 Years (Expression of Ideas & Skills)

Mixed Media Self Portraits

Older children in the schematic stage can create mixed media self portraits. Using mirrors to observe their features they create portraits using drawing materials combined with collage items like yarn for hair or fabric for clothes. This develops self-concept and refines the use of schema linking to the Australian Curriculum for Visual Arts as they include specific details that are personally meaningful.

ACARA Visual Arts, Howard & Mayesky, 2022

Digital Stop Motion Animation

To integrate technology students can try digital stop motion animation. Using a tablet app students work in pairs to create a short movie using their clay figures. They must plan a narrative and move objects slightly for each frame. This connects visual arts with digital literacy linking to ACARA Media Arts and allows children to explore the mechanics of moving images.

ACARA Media Arts, Knaus & Roberts, 2017

See full references on the References page.