Angela Eckhoff

Rethink, Reimagine, Reinvent: The Reggio Emilia Approach to Incorporating Reclaimed Materials in Children's Artworks.

(2009). Rethink, Reimagine, Reinvent: The Reggio Emilia Approach to Incorporating Reclaimed Materials in Children’s Artworks. Art Education: Vol. 62, No. 2, pp. 10-16.

Art experiments: introducing an artist‐in‐residence programme in early childhood education

The role of the visual arts in early childhood education has long been recognised and valued as an essential component of the curriculum. The project featured in this writing stems from a collaborative relationship forged between a non‐profit, community‐based early education centre and community arts centre. As a result of this collaborative relationship, an experimental, early childhood artist‐in‐residence programme was initiated. The primary objective of this research intervention was to develop a rich description of the process of implementing an artist‐in‐residence programme in a pre‐kindergarten classroom. Findings from this research demonstrate that artist‐in‐residence programmes can serve to strengthen existing arts curricula in early childhood classrooms. In this research, the establishment of a collaborative, open relationship between the classroom teacher and the artist‐in‐residence supported the transformation of existing, craft‐focused art practices to meaningful arts experiences that drew upon art‐viewing, art‐making and aesthetic experiences.

Defining quality in visual art education for young children: Building on the position statement of the Early Childhood Art Educators

ABSTRACT This article reflects the collective voices of four early childhood visual arts educators, each of whom is a member of the Early Childhood Art Educators (ECAE) Issues Group of the National Arts Educators Association. The authors frame the article around the ECAE position statement, Art: Essential for Early Learning (2016), which focuses on the central role of art interactions among young children, educators, environments, and materials. The authors describe eight principles that underlie the statement from philosophical viewpoints, and provide practical examples of the principles in action. Amid a varied policy landscape for visual art in early childhood, the authors assert that children need organized, materials-rich environments that invite discovery, interaction, sensory and kinesthetic exploration, wonder, inquiry, and imagination in relationship with responsive educators who value young childrens diverse abilities, interests, questions, ideas, and cultural experiences. The authors explore issues and possibilities resulting when educators work to bring visual arts fully and dynamically into the lives of young children in diverse education and care spaces. In closing, the authors explore the realities of visual arts policies in the early childhood education and art education fields while emphasizing the critical need for supportive pedagogical practices in all early childhood classrooms.

Teaching Young Learners About Sustainability

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Release the Dragon: The Role of Popular Culture in Children's Stories

Young learners come to the school environment with myriad literacy experiences, some of which are inevitably based in popular culture. While literacy knowledge drawn from experiences with popular culture has traditionally been viewed as less important than academic literacy, educators wishing to create classrooms that value all children need to shift views of what contributes to student learning. Inclusion of popular culture in the school environment provides a space for extending the possibility of building upon and increasing childrens understandings of these cultural resources. Through an in-depth exploration of a first-grade students use of popular cultural items in a classroom-based storytelling project, this research illuminates how experiences with popular culture can become an imaginative and cognitive endeavor that impacts literacy learning.

Daddy Daycare, Daffy Duck, and Salvador Dali Popular Culture and Children's Art Viewing Experiences

In contemporary society, what, why, and how students come to gain knowledge and understandings of art defies traditional boundaries. In part, this is because of the prevalence of many forms of popular visual culture.

Ethical Considerations of Children's Digital Image-Making and Image-Audiancing in Early Childhood Environments.

This research examines a multi-year investigation of preschoolers’ experiences participating in a media-driven exploration of informal play experiences as a means to engage children as artists, researchers, and documenters of their own worlds. In this writing, I will explore the ethical issues that arise for adult researchers engaged in participatory research employing digital technologies with young children. In particular, this writing contributes to emerging understandings of the responsibility of the adult researcher in the academic representation, presentation, and discussion of childrens digital imagery and other artistic works. The role of the adult researcher is highlighted through the exploration of the ethical considerations surrounding aims to represent childrens work in ways that are ethical, respectful, and adhere to the childs artistic, creative, and aesthetic intent.

Building Partnerships: The Role of Nonprofit Organizations in Supporting Education Diplomacy in Early Childhood.

Nonprofit organizations providing early childhood services that support the healthy growth, development, and education of young children and their families have a unique relationship with communities. In order to have significant impact on quality of life, these programs must be sustainable and committed to meeting local needs. This article illustrates how commitment to skills and principles supported by Education Diplomacy—namely implementing strategies for developing partnerships, developing strategies for supporting stakeholders, and planning for collaboration—can result in positive outcomes for young children and their families, ultimately improving the quality of life of their community.