Based on empirical evidence from authentic classroom data, this book promotes the value of aesthetic development in early childhood from a range of perspectives across the curriculum.
Aesthetic development is crucial for the growth and learning of young children. Learning about aesthetics supports children’s compassionate view of themselves, others and the world around them. Using Housen’s model of aesthetic development as a guide, the book draws on qualitative research to provide both grounded insights and a robust theoretical framework on several topics related to aesthetic development and early childhood, including musical play, creative and social learning, research on nature and sustainability and aesthetic literacies. Through case studies, reflective practice and critical analysis, the book offers effective approaches to interpreting and enacting early childhood curriculum, placing aesthetic development at the heart of meaningful educational experiences. It also supports teachers in embracing creative and imaginative approaches to nurture children’s learning and development, encouraging practices that celebrate curiosity, expression and wonder.
Bringing together research, theory and practical methods, this is an essential resource for early years teacher education as well as practitioners and researchers seeking a more nuanced understanding of how aesthetic experiences can enrich and support learning and development.
Based on empirical evidence from authentic classroom data, this book promotes the value of aesthetic development in early childhood from a range of perspectives across the curriculum.
List of Contributors
1. The importance of aesthetic development in early childhood: Exploring
multiple theories
2. Aesthetic development in early childhood education: A scoping literature
review
3. Listening with children in nature: Witnessing aesthetic encounters and the
relational building of meaning
4. Scaffolding creativity: Learning and social orientation in aesthetic
learning environment in Finnish ECE toddlers groups
5. Putting to work contrasting theories to further understand childhood
aesthetic becoming through the arts as enactments in home settings
6. How I learn: Teaching aesthetics through sustainability
7. Using the 4C model for aesthetic development in early years learning: A
case study in a rural school
8. Aesthetic encounters in nature: Cognitive & non-cognitive dimensions of
environmental aesthetics in early childhood
9. Same degree, different pedagogies? Framing the pedagogical elements and
reflecting the aesthetic dimensions of Finnish UAS
10. Final reflection: Cultivating aesthetic flourishing in the early years
Index
Georgina Barton is Professor at the University of Southern Queensland, Australia. Her research primarily focuses on literacy, the arts, aesthetics and well-being. She has over 180 publications and has led several projects in Australia and internationally. Georgina conducts her research alongside students and teachers in schools or learners in the community.
Vicki Christopher is Lecturer of Early Childhood Education at the University of Southern Queensland, Australia. Her research focuses on early childhood learning environments, play, social justice, nature immersion and child voice. She strongly advocates for young children to be valued and respected and to have their voices represented in decision-making for and discussion of issues relating to them.
Susanne Garvis is Professor of Early Childhood Education in the Griffith Institute for Educational Research, Griffith University, Australia. Her research focuses on quality improvement, learning and pedagogical approaches within early childhood education. She has led many national and international projects and worked in both Australia and Sweden.
