Using Art to Enhance Major Areas of Development (continued)

Buy this book »

Some children hesitate to participate in art activities. One reason is that such children are unfamiliar with certain types of materials being used during the activity. Children are often cautious when interacting in unfamiliar situations and this includes unfamiliar activities. Many children need a gradual introduction to new types of materials (Alkema, 1971). Ways to help encourage hesitant children to participate are listed in Table 13.1.

Children's self-help skills can be enhanced during art activities by involving them in setting up art activities, putting on smocks, and cleaning up after completing the activities. Children should gradually be encouraged to be more independent in all aspects of art activities.

Social-Emotional Development

Young children not only express themselves through their art work but also exhibit themselves in ways quite innocent yet often quite revealing (Rubin, 1984). For example, a young child might draw a picture of a monster believed to be under the bed. This picture could indicate that the child fears monsters or suggest a more serious social or emotional problem. On the other hand, this might not be the case and adults should avoid overinterpreting (Axline, 1947).

Young children often provide information about their emotions through art activities. Some of these messages illustrate typical daily events, but others could indicate emotional problems. For example, a young child pounding a crayon, tearing or shredding paper, or intensely scribbling on a picture might be indicating anger, unhappiness, or negative self-esteem. Unfinished or never-started art projects might be a sign of insecurity or inability to attend to a task for an extended length of time. Children who have negative self-esteem frequently hesitate to complete tasks because the;. believe they cannot do a good job (Cohen, 1974).

Teachers should make sure that children do not worry about making their art project look just like the teacher's or other children's. Teachers should talk about the uniqueness of each child's work by saying something like, "You used many different colors," rather than comparing work by saying, "Your picture is the best." Preschool teachers, therapists, and parents should help enhance children's self-esteem by showing interest in children's creativity and productiveness during art activities. Encouragement could be expressed by teachers saying such things as, "All those bright colors remind me of rainbows," followed by smiling at and hugging the child, all of which may enhance self-esteem (Anderson, 1978).

Children who have disabilities often need extra encouragement. When children feel good about what they create during art activities, these feelings are likely to affect behavior positively during other activities. Art activities should provide time for young children to feel free to expand on classroom themes or "do their own thing" while enjoying the comfort and friendship of their classmates. The fun and enjoyment of art activities naturally elicit socialization, including talking and physical gestures such as a smile, which help develop confidence and encourage creativeness (Kellogg, 1969).

Methods That May Encourage a Hesitant Child to Participate in Art Activities

• Have the child watch the teacher take out and prepare the material for an activity (e.g., mix paints);
• Let the child help take out and prepare the materials with the teacher supervising (e.g., help mix paint);
• Allow the child to help prepare the art area (e.g., cover the table with old newspapers) while the teacher talks about the upcoming art activity;
• Allow the child to observe the activity without active participation. While the child is observing, encourage the child to ask questions and make suggestions about other children's work on the activity;
• Encourage the child to participate in the activity for a brief time while reassuring the child that he or she can quit at any time.