Teachers'' beliefs and practices in toddler art education
A tension between developmental and sociocultural perspectives
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Research argues the significant impact of teachers beliefs on pedagogy and curriculum. Although a plethora of research exists on toddler s artistic learning and development, little appears to be known about teachers beliefs and practices in toddler art education, as studies in the early childhood art education field tend to primarily focus on preschool settings. This work aims to address this paucity by reporting on a research project that explored teachers beliefs and practices in toddler art education within an Aotearoa /New Zealand single-age toddler education setting involving four teacher...
Research argues the significant impact of teachers beliefs on pedagogy and curriculum. Although a plethora of research exists on toddler s artistic learning and development, little appears to be known about teachers beliefs and practices in toddler art education, as studies in the early childhood art education field tend to primarily focus on preschool settings. This work aims to address this paucity by reporting on a research project that explored teachers beliefs and practices in toddler art education within an Aotearoa /New Zealand single-age toddler education setting involving four teachers. This work may be of interest to those researchers, educationalists and practitioners, who wish to deepen their understanding of the impact of the diverse and often competing epistemological, curricular and pedagogical art education perspectives and approaches on teachers beliefs and practices in toddler art education; in the toddler as art learner; and in the teacher s role in toddlerart education.
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