Art development and play

There exists a considerable international body of research and theory into children's art development. Art education is generally considered to proceed through a sequential series of stages beginning with the earliest scribbles. This paper seeks to link alternative sources of knowledge deriving from the theory and research into the studies of the development of perceptual awareness. These are modes by which children take in sensory impressions and come to know the world around them. The content of these sensory impressions is culturally linked and becomes the raw material for the symbols and images that the children know and make.

There is also a significant body of recent research into levels of children's play which should be evaluated in relation to what it can tell teachers and parents about optimal ways to ensure the circumstances that enhance children's long term development. The case for play as we now know it says that it is not valid to believe that any play will do. Qualitatively different levels of play have been shown to have different values for children. “Guided play” or “stretching play” has been shown to be positively associated with play with adults as partners or companions. Play with art materials has also been associated with higher levels of stretching play. The adult partner's role has been found to provide the “scaffolding” to which these higher levels of play are linked.

These findings on play, together with the social patterns whereby more young children are in group play programs raises the curriculum implications for teachers and care givers. These adults moderate the sensory and social experiences and the curriculum materials provided for children during the day. Teachers need to be aware of providing the partnerships in play with art materials, the need to encourage children's interest in sensory experiences and the processes whereby children learn through their hands as well as their eyes. The environment of play program is also important. The quality of the visual environment, the quality of design of play materials and all equipment with which young children have daily contact have their aesthetic influence. Program factors also include the conscious provision of an art curriculum, with regular visits to Art Galleries and Art Museums, as well as opportunities for free play in parks and gardens.