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Charter Oak State College *
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222
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Philosophy
Date
Jan 9, 2024
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docx
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Discussion Post Replies.
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Discussion Post Replies.
Hello Ashley,
I appreciate your considerate analysis of the poem and your configuration with teacher
B's method of early childhood education. I agree with your perception that the events in the
poem do not abundantly meet the extent of allowing children to express themselves creatively
through art.
Your explanation of why you align with teacher B is discerning. Process-based learning
indeed shows an indispensable part in fostering children's appreciative of themselves and the
domain round them (Birth23.org, 2015). The quote you provided from teacher B demonstrates
her commitment to encouraging individual expression and the avoidance of uniformity in art.
I want to add that the poem's depiction of the boy's limited creative options reverberates
with the idea that early childhood education should provide diverse opportunities for children to
explore their thoughts, feelings, and experiences through art. This aligns with the broader
principles of Developmentally Appropriate Practice (DAP) and Universal Design for Learning
(UDL) (Birth23.org, 2015).
However, I am interested in your outlook on how teachers can effectively balance process
art and product art in early childhood education. Are there situations where a more structured,
product-oriented approach might be beneficial, and if so, how can educators incorporate it
without conceding creativity and self-expression?
Reference
Birth23.org. (2015, January 12). Connecticut early learning and development standards (CT
ELDS). – Birth23.org.
https://www.birth23.org/ctelds/
3
Hello Lisa,
I support your analysis of the two teachers and their approaches to art in early childhood
education. Your breakdown of product art versus process art is imperative. Open-ended
assignments, like those implemented by the second teacher, can encourage children to explore
their creativity more freely. I copiously correspond with your assessment of the first teacher's
approach as more product-oriented. The clear instructions and expectations for uniformity in the
final products indeed align with the characteristics of product art. Conversely, the second
teacher's approach fosters individuality and aligns with the principles of process art.
Building on your comparison between the two teachers, I want to expand that fostering
creativity and individuality in early childhood art education not only aligns with process art but
also promotes a growth mindset (Hillmann, 2004). When children are encouraged to explore and
experiment, they learn that it's okay to make mistakes and that learning is a dynamic, evolving
process (Hillmann, 2004).
Conversely, I would like to hear your thoughts on how early childhood educators can
strike a balance between structured, product-oriented activities and open-ended, process-oriented
ones in their curriculum. How can they ensure that both approaches contribute positively to
children's overall development and creativity? Are there specific benefits that children gain from
participating in process art activities that they may not receive from more guided, product-
oriented activities? Additionally, have you encountered any challenges in implementing process
art in the classroom, and if so, how did you address them?
Reference.
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4
Paula J. Hillmann. (2004). Fostering creativity, individualism, and the imaginative spirit - ed.
https://files.eric.ed.gov/fulltext/ED490611.pdf
Hi Mariah,
Your thoughtful approach to renovating the outdoor play area in line with Montessori
principles is commendable. Safety and accessibility are paramount, and I appreciate your focus
on age-appropriateness and sun safety. Your intention to encourage nature exploration and bird
watching adds a lovely touch to the space.
To further enhance your response, you could explore how this outdoor space aligns with
specific Montessori principles or philosophies. I would like to add that Montessori philosophy
accentuates child-led, hands-on learning in a mixed-age setting, fostering independence, critical
thinking, and a deep love for exploration and innovation (Murray, 2011). Moreover, have you
come across any specific studies or research that support the benefits of nature exploration in
outdoor play areas for child development?
Reference.
Murray, A. (2011). Montessori elementary philosophy. Montessori Life, 23(1), 22-33.