Drawing pedagogy guide in early childhood education and care : perspectives from Finland and China
Ouyang, Xin (2022)
Ouyang, Xin
2022
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2022053013250
https://urn.fi/URN:NBN:fi:amk-2022053013250
Tiivistelmä
The purpose of this functional thesis is to develop drawing pedagogy in early childhood education and care by studying current perspectives and practical experiences of early childhood drawing teaching in different cultural contexts to help early childhood educators better support children's drawing activities. The research project is a collaboration with a private English-speaking kindergarten in Helsinki. They provided very important support in planning, execution, survey data, and feedback.
This thesis theoretically introduces the development of children's drawing at different ages and discusses the influence of the guiding concept of drawing in different cultures of Finland and China. It describes the current situation of children's drawing pedagogy by reviewing the literature. Some ideas and thoughts on children's drawing pedagogy with early childhood educators are shared and discussed through the survey and their valuable teaching experience through children's drawings is introduced and analyzed as well. A guideline for developing supportive drawing activities for young children is developed by summarizing and analyzing theory, discussing results and empirical methods. Valuable feedback and evaluations on the usability of the guide were collected from early childhood educators.
This guide helps early childhood educators understand the importance of guidance in early childhood drawing and teaching methods for children of different ages and provides self-assessment templates and recommended reference books for teaching activities. This guide has a very practical reference value. This thesis provides ways to increase the confidence of early childhood educators in teaching young children to draw.
This thesis theoretically introduces the development of children's drawing at different ages and discusses the influence of the guiding concept of drawing in different cultures of Finland and China. It describes the current situation of children's drawing pedagogy by reviewing the literature. Some ideas and thoughts on children's drawing pedagogy with early childhood educators are shared and discussed through the survey and their valuable teaching experience through children's drawings is introduced and analyzed as well. A guideline for developing supportive drawing activities for young children is developed by summarizing and analyzing theory, discussing results and empirical methods. Valuable feedback and evaluations on the usability of the guide were collected from early childhood educators.
This guide helps early childhood educators understand the importance of guidance in early childhood drawing and teaching methods for children of different ages and provides self-assessment templates and recommended reference books for teaching activities. This guide has a very practical reference value. This thesis provides ways to increase the confidence of early childhood educators in teaching young children to draw.