LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Fredriksen, Biljana C (2012)
Publisher: Education Inquiry
Languages: English
Types: Article
Subjects: visual arts, early childhood education, materials, intersubjectivity, meaning negotiation
This article aims to illustrate how both physical and social factors influence possibilities for children’s learning (meaning negotiation) in visual art contexts in early childhood education. The main discussion relates to teacher’s responsibilities in providing physical and social contexts for such meaning negotiations. The processes I wish to illustrate are complex and, in order to make them comprehensible within the scope of this article, only a few examples with interactions with the same girl, the same materials and the same teacher are chosen from a qualitative, arts-based study in a single Norwegian preschool. The purpose of the study was to understand how young children (aged 3–5) negotiate meanings while playing with tangible materials. The study showed that both the materials’ qualities and the teacher’s attitude to explorative play with the materials were important determinants of the content of the children’s learning. In the presented examples, the teacher made materials available but did not pre-define the products that should be made. This allowed the girl to explore the possibilities and challenges that emerged from her experiences of the materials and tools. In line with the contemporary understanding that young children have right to contribute to curricula, as is required by the Norwegian Kindergarten Act, this article exemplifies the teacher’s responsibilities for providing for children’s contributions and for facilitating spaces for the negotiation of meaning between materials, children and teachers.Keywords: visual arts, early childhood education, materials, intersubjectivity, meaning negotiation(Published: 1 September 2012)Citation: Education Inquiry Vol. 3, No. 3, September 2012, pp. 335–352
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Aspelin, J. (2010) What really matters is 'between'. Understanding the focal point of education from an inter-human perspective. Education Inquiry 1(2), 127-136.
    • Barone, T., & Eisner, E.W. (2006) Arts-based educational research. In J.L. Green, G. Camilli, P.B. Elmore, A. Skukauskaitė & E. Grace (eds.), Handbook of complementary methods in education research (pp. 95-109). Mahwah: Lawrence Erlbaum.
    • Bresler, L. (1994) Imitative, complementary, and expansive: Three roles of visual arts curricula. Studies in Art Education: A Journal of Issue and Research 35(2), 90-104.
    • Bresler, L. (2006a) Embodied narrative inquiry: A methodology of connection. Research Studies in Music Education 27, 21-43.
    • Bresler, L. (2006b) Toward connectedness: Aesthetically based research. Studies in Art Education: A Journal of Issues and Research in Art Education 48(1), 52-69.
    • Bruner, J. S. (1990) Acts of Meaning. Cambridge: Harvard University Press.
    • Clark, A. (2010) Young children as protagonists and the role of participatory visual methods in engaging multiple perspectives. American Journal of Community Psychology 46, 115-123.
    • Dahlberg, G., & Moss, P. (2005) Ethics and Politics in Early Childhood Education. London: RoutledgeFalmer.
    • Dahlberg, G., & Moss, P. (2010) Series editor's introduction: Invitation to the dance. In V. Vecchi (ed.), Art and Creativity in Reggio Emilia: Exploring the Role and Potentials of Ateliers in Early Childhood Education (pp. xiv-xxiii). London and New York: Routledge.
    • Danko-McGhee, K., & Slutsky, R. (2009) Empowering pre-service teachers to design a classroom environment that serves as a third teacher. In M. Narey (ed.), Making Meaning: Constructing Multimodal Perspectives of Language, Literacy, and Learning Through Arts-Based Early Childhood Education (pp. 170-185). Boston: Springer US.
    • Dewey, J. (1916) Democracy and Education. New York: The Macmillan Company.
    • Dewey, J. (1925) Experience and Nature. Chicago: Open Court.
    • Dewey, J. (1938) Experience and education. New York: Kappa Delta Pi/Touchstone.
    • Dewey, J. (1956) The child and the curriculum. In J. Dewey (ed.), The Child and the Curriculum & The School and Society (pp. 1-31). Chicago: University of Chicago Press.
    • Dewey, J. (2005 [1934]) Art as Experience. New York: Berkley Publishing Group.
    • Eaflnd, A.D. (2002) Art and Cognition: Integrating the Visual Arts in the Curriculum. New York and London: Teachers College Press.
    • Eaflnd, A.D. (2004) Art education as imaginative cognition. In E.W. Eisner & M.D. Day (eds.), Handbook of Research and Policy in Art Education (pp. 751-773). Mahwah: National Art Education Association /Lawrence Erlbaum Associates.
    • Egan, K. (2007) Imagination, past and present. In K. Egan, M. Stout & K. Takaya (eds.), Teaching and Learning Outside the Box (pp. 3-20). New York: The Althouse Press.
    • Eisner, E.W. (1991) The Enlightened Eye: Qualitative Inquiry and the Enhancement of Educational Practice. New York: Macmillan Publ. Co.
    • Eisner, E. W. (2002) The Arts and the Creation of Mind. New Haven: Yale University Press.
    • Finley, S. (2005) Arts-based inquiry: Performing revolutionary pedagogy. In N.K. Denzin & Y.S. Lincoln (eds.), The Sage Handbook of Qualitative Research [Third edition] (pp. 681-694). Thousand Oaks, London, New Delhi: Sage Publications.
    • Finley, S. (2008) Arts-based research. In G.J. Knowles & A.L. Cole (eds.), Handbook of the Arts in Qualitative Research (pp. 71-81). New Angeles, London, New Delhi, Singapore: Sage Publications.
    • Fredriksen, B.C. (2010) Meaning making, democratic participation and art in early childhood education: Can inspiring objects structure dynamic curricula? International Journal of Education through Art 6(3), 383-397.
    • Fredriksen, B.C. (2011a). Negotiating grasp: Embodied experience with three-dimensional materials and the negotiation of meaning in early childhood education. 50, The Oslo School of Architecture and Design, Oslo.
    • Fredriksen, B.C. (2011b) When past and new experiences meet: Negotiating meaning with 3-D materials in early childhood education. FORMakademisk 4(1), 65-80.
    • Gibson, J.J. (1979) The Ecological Approach to Visual Perception. Boston: Houghton Mififln.
    • Howes, D. (ed.). (2005) Empire of the Senses: The Sensual Culture Reader. Oxford, New York: Berg.
    • Irwin, R.L., Beer, R., Springgay, S., Grauer, K., Xiong, G., & Bickel, B. (2006) The rhizomatic relations of a/r/tography. Studies in Art Education 48(1), 70-88.
    • Irwin, R.L., & Chalmers, F.G. (2007) Experiencing visual and visualizing experience. In L. Bresler (ed.), International Handbook of Research in Arts Education (pp. 179-193). Dordrecht: Springer.
    • Irwin, R.L., & De Cosson, A. (eds.) (2004) A/r/tography: Rendering Self Through Arts-based Living Inquiry. Vancouver: Pacicfi Educational Press.
    • Järvinen, M., & Mik-Meyer, N. (eds.) (2005) Kvalitative metoder i et interaktionistisk perspektiv. Copenhagen: Hans Reitzels Forlag.
    • Lenz Taguchi, H., Moss, P., & Dahlberg, G. (2009) Going Beyond the Theory/Practice Divide in Early Childhood Education: Introducing an Intra-Active Pedagogy. London: Routledge.
    • Merleau-Ponty, M. (1994 [1945]) Kroppens fenomenologi. Oslo: Pax.
    • Ministry of Education and Research (2005). The Kindergarten Act [Act no. 64 of June 2005 relating to kindergartens]. Oslo: Retrieved from http://www.regjeringen.no/upload/kilde/kd/ reg/2006/0037/ddd/pdfv/285752-barnehageloven-engelsk-pdf.pdf.
    • Van Manen, M. (1997) Researching Lived Experience: Human Science for an Action Sensitive Pedagogy. London: Althouse Press.
    • Vecchi, V. (2010) Art and Creativity in Reggio Emilia: Exploring the Role and Potentials of Ateliers in Early Childhood Education. London and New York: Routledge.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article