| Foreword | ix |
| Preface | xi |
| Acknowledgments | xiii |
Chapter 1 | Integrating Art into the Early Childhood Curriculum | 1 |
| Relevancy of Vygotsky's Theories of Language and Social Interaction | 3 |
| Balancing the Visual Art Disciplines with Contemporary Concerns | 8 |
| Creative Art Expression: The Reggio Emilia Approach | 9 |
| Back to the Future: John Dewey and the Arts in Education | 10 |
Chapter 2 | Creating an Inviting Environment for Art Expression | 12 |
| An Aesthetically Pleasing and Functional Environment | 13 |
| Stationary Properties of the Room | 17 |
| Arrangement of Learning Areas | 18 |
| Conclusion | 23 |
Chapter 3 | Art Media, Tools, and Technological Resources That Foster Language Expression in Art | 25 |
| Materials and Tools for Art Expression | 25 |
| Acquiring Materials | 31 |
| Organizing and Presenting Art Materials | 31 |
| Using Technology | 37 |
| Conclusion | 40 |
Chapter 4 | Beginning Investigations in Art | 41 |
| Getting Started at the Discovery Table | 41 |
| Observing and Reflecting | 43 |
| Guiding Children to Explore and Create | 46 |
| Making Connections Across Subjects | 49 |
| Conclusion | 52 |
Chapter 5 | Guiding Children's Art Through Language | 54 |
| Asking Convergent and Divergent Questions | 54 |
| Art Talk | 55 |
| Using the ZPD and Dynamic Assessment | 56 |
| Developing Curriculum Based on Children's Knowledge and Interests | 57 |
| Using the Immediate Environment to Motivate Art Expression | 59 |
| Providing In-Depth Experiences with Natural Materials | 61 |
| Building Conceptual Knowledge While Enhancing Art Expression: The City | 64 |
| Documenting Children's Learning | 72 |
| Using Portfolios for Assessment | 76 |
| Conclusion | 79 |
Chapter 6 | Children Learn About Artists and Themselves as Artists | 81 |
| Painting in Jackson Pollock's Style | 81 |
| Introducing Art Reproductions to Children | 83 |
| Children Identify with Art Reproductions | 87 |
| Learning from Monet's Painting The Bridge at Argenteuil | 88 |
| Matisse's Special Need and His Paper Cutouts | 92 |
| Art and Children with Special Needs | 92 |
| Enjoying Each Other's Art | 97 |
| Working with Artists | 99 |
| Conclusion | 102 |
Chapter 7 | Collaborating with Parents and Colleagues | 103 |
| Involving Parents in Art Experiences | 103 |
| Collaborating to Provide Quality Experiences in Visual Arts | 106 |
| Conclusion | 111 |
Chapter 8 | Reflections | 112 |
| Reflections from Teachers | 113 |
| Reflections from Two Principals | 121 |
| Reflections from Teacher Educators | 123 |
Appendix A | Children's Art Development | 126 |
| Creative Thinking in Art | 126 |
| Cognitive Thinking in Art | 128 |
| Aesthetic Thinking | 128 |
| Aesthetic Thinking and Art Talk | 129 |
Appendix B | Art Talk: Language of Art | 130 |
| The Language of the Elements of Design | 130 |
| The Language of the Principles of Design | 134 |
| Art Talk and Art Appreciation | 136 |
| Suggestions for Talking with Children About Their Art | 136 |
| References | 139 |
| Index | 143 |
| About the Authors | 149 |