View of Art Teaching Model for Early Childhood

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International Journal of Education and Pedagogy (IJEAP) eISSN: 2682-8464 [Vol. 1 No. 2 September 2019]

Journal website: http://myjms.moe.gov.my/index.php/ijeap

ART TEACHING MODEL FOR EARLY CHILDHOOD

Sakchai Jaisuetrong^1*, Khnistha Sallhmad²and Sumonratree Nimnatipun³

1 2 Graduate School, Srinakharinwirot University, Bangkok, THAILAND

3 Faculty of Physical Education, Srinakharinwirot University, Bangkok, THAILAND

*Corresponding author: sakchai_jai@hotmail.com

Article Information:

Article history:

Received date : 9 May 2019 Revised date : 9 June 2019 Accepted date : 15 June 2019 Published date : 27 September 2019

To cite this document:

Jaisuetrong, S., Sallhmad, K., &

Nimnatipun, S. (2019). ART TEACHING MODEL FOR EARLY CHILDHOOD. International Journal Of Education And Pedagogy, 1(2), 46-53.

Abstract: The art teaching model for early childhood is developed from Piaget's theory of intellectual development, Vygotsky sociocultural theory, and the theory of Humanistic view of motivation in order to allow young children to be creative, have imagination, planning, working memory, organization, response inhibition, flexibility and emotional control. The art form is divided into four stages: 1) motivation to learn (Motivation) teachers motivate, stimulate and draw attention to learning. With the question of the role-playing games, singing, storytelling, demonstrations and experiments. 2) plan to learn (Plan) children and teachers plan activities together various artistic look is planned, children planning manual, children with teachers planning, children planning together with friends to schedule a procedure.

Targeting and to share in the work of art in action learning.3) Action to learn (Action) children do art activities as planned with their own choice and decision- materials in various activities, drawing and painting activities invention. Activities print and moulding according to their own interests’ teachers are urged to support arts activities. And 4) Recall of learn (Recall) teachers and children together to review learning process from the beginning to the final stage. With the echoing talking. Storytelling and presentation of their work on what they have learned. The first step in making art. The model of teaching arts for early childhood development is suitable for children aged 5-6 years. old and studying in a kindergarten class, year 3.

Keywords: art teaching model, early childhood.

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1. Introduction

From a human development policy leading to sustainable development. This policy is reflected in the human development of the national strategy and the 20-year study of the 2017-2031 aimed at developing in the same way is the development of Thailand's potential in developing countries.

Adapted to the context of the future. Along with the body, mind and intellect. Ability to analyse rationally. There was immune to changes cultural awareness is pretty good the appreciation of Thailand and responsible and that is the foundation of society. The goal is Thailand people of all ages have a better quality of life and a healthy knowledge of living. (1, 2, 3) Artistic activity is an activity that develops children's primal age descends the mental body, emotional, social, intellectual side to promote early childhood self

-

confidence is the basic in the academic or professional future. Art is important to help children develop their artistic daring and creative expression. Children will like to explore, check the originality, think new ideas. Believe in your own thoughts have a good sense of work

.

Children practice using imagination, planning, thinking, expressing what they think. Make children love work feeling proud of their work eager to create new work. The art helps to practice elaboration, concentration, intention, effort, flexibility, thinking. Initiative in work have set goals for work sensitive of the mind and art to train early childhood to know how to work together. Art activities are not for children to draw like but must be an activity that makes children have the opportunity to think, plan and create work together.

(

4,5,6,7,8,9

)

Art is an important part of developing learning education in the 21st century to be fighting to sustainable development in four is learning to know, learning to do, learning to live together and learning to be. (10)

From the importance, the researcher is interested in studying and developing the teaching model for early childhood that emphasizes the art of steps such as drawing activities, printing activities, invention activities, sculpture activities. The art teaching model for early childhood helps develop creativity. Develop the idea of herpes have a work plan organized working system and using one's own imagination and also helps to develop the skills of living for young children and being able to live with a society that is constantly changing. The researcher developed the art teaching model for early childhood from Piaget is theory of intellectual development, Vygotsky sociocultural theory, Humanistic view of motivation, and Early child development preschool children aged 5-6 years

2. Literature Review

From a review of literature related to the development of art teaching styles, the researcher summarizes the concepts and theories that will be used to develop the art teaching model as follows: Piaget theory of intellectual development believes that the intellectual development that is based on maturity and readiness. From the experience accumulated from the environment to create a balance in the 3 part is 1) Schema is an important concept that arises from the movement of the the body, bringing the old experience to the new situation. 2) Adaptation human beings live by adjusting to the environment. Causing the absorption of the old experience with the new experience, resulting in self-adjustment to suit the new experience 3) Equilibration is the process of developing an understanding for the effort to adapt to new experiences. The development of the child, regardless of the development environment, the difference between personal interest which children should be taught in school as a whole, then split into small tribute. Link what children

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already know from prior experience teaching in a new relationship with the old stuff. Development of intelligence that follows the maturity and readiness of children who have accumulated experience with the environment, brings old applications to new circumstances, cause the absorption and associate experience contributes to an understanding so to adapt to new experiences.

(

11,12,13,14

)

Vygotsky sociocultural theory believes that interacting with society to develop intelligence, which activities should take into account the culture, parenting will affect children's intelligence and development. Raising children will interact with adults. The transfer of intelligence that is natural from parenting and social culture Intelligence is caused by the learning of children that can arise from interaction with teachers, parents, friends or people who interact with social children. Child social learning is a link mechanism.

Reflections on children's intelligence that can use symbols and symbols instead of abstract things help to think about who is developing advanced intelligence and brain development. The development of the brain in children will result in solving problems from mimicking the problem solving from adults. Teachers therefore play an important role in becoming models in solving problems. Or even giving advice on problem solving, thus creating a social experience child rely on various links. Communication with language the social interaction with parents, teachers and others to emulate guidance to help enhance the learning. The teacher is a director that is conducive to learning, helping, encouraging children, brain development, interacting with society to develop intelligence. Social learning is a linking mechanism that creates brain development. Teachers, parents and others play an important role in becoming a model in solving problems children rely on various links by communication. Social interaction with people will give children the development of the brain. (15,16,17,18) Humanistic view of motivation believes that motivation is important to help children become successful in activities that they set and encourage preschool children show behavior in a direction to achieve the goals that the motivator wants.Motivation for children must take into account the child's development and needs. In general, motivating children to use activities that attract children's attention through real media, using questions, singing, playing games, role-playing, storytelling, demonstrations, and experiments to motivate children before learning and is considered encourage children to create internal and external stimuli.

Causing curiosity, wanting to learn, causing interest. Motivation on the other hand will help connect to learning new things and linking existing knowledge with new knowledge. As well as the subject to be studied, causing more understanding of the lesson before the next level of learning management to achieve the purpose as the motivator. (19,20,21) Early childhood development early childhood 5-6 years of age will have a variety of talents and is evident from the activities by children in this age group to coordinate relations with great hand-eye through the use of a coordination. Art activities such as drawing shapes, and the shapes of animals, people, using scissors. Paper folding the children will draw a line shape styles such as straight lines. oblique lines, curved, wavy wave write myself a nickname drawn from home school map. Draw a map of the classroom. Bedroom and write captions to explain the write a greeting card drawing, as well as what they write to others by writing simple sentences, such as a bird flying. Early childhood 5- 6 years of age can be described in their own image, burn, such as people, animals, plants and things increasing detail. Children, adults, young pets. Wild animals. Fruit and vegetables can give your name, shape, shapes, stripes, long heavy rough, dry, big in the picture and comments about their own stories and tell us what's what near far from paintings and photos. Art work children will use muscle as well as molding, fold the torn paper collage of fantasy based on a given topic. Explains what happens when an amalgam of at least two such mixing colors mixing watercolors.

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Development and learning and development of the arts in children 5-6 years old children are capable of doing a variety of activities, a continuous 15-20 minutes or until the completion of the event. Development of the child will begin to stand out at the age of 5-6 years to start drawing to be independent and creative, there are no rules according to their own thoughts, there will be some children begin the actual link. Art activities help develop thinking skills can be learned in various stories systematically collect details, organize your thoughts and ideas can be linked as a creative idea. Are extremely focused on continuously. Social skills, learning to work together as a group to wait for the mutual assistance. (22,23,24,25,26,27,28)

Research on the concept of synthesis and the theory involved and define the layout of the art teaching model for early childhood. From the Piaget theory of intellectual development implemented in step plan to learn (Plan), action to learn (Action), and recall to learn (Recall).

Vygotsky sociocultural theory implemented in step motivation to learn (Motivation), plan to learn (Plan), action to learn (Action), and recall to learn (Recall). Humanistic view of motivation implemented in step motivation to learn (Motivation), plan to learn (Plan), action to learn (Action), and recall to learn (Recall). Early childhood development early childhood 5-6 years implemented in step motivation to learn (Motivation), plan to learn (Plan), action to learn (Action), and recall to learn (Recall). Researchers writing the linking of theory and concepts relevant to the style of art teaching model for early childhood 1.

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Figure 1: linking of theory and concepts relevant to the style of art teaching model for early childhood.

Theories and concepts

Piaget's theory of intellectual development

Piaget theory of intellectual development. The development of the intelligence according to the maturity and readiness of children from the accumulated experience and environment from the experience. The old adapted to the new situation cause absorption and link experience understanding to be adjusted. To adapt to new experiences.

Vygotsky Sociocultural Theory

Vygotsky sociocultural theory interaction with society to develop intelligence. The social learning mechanisms linked to the development of the brain, teachers, parents and others who play a critical role in a series of solutions. Children living links the communication language the social interaction with people to make the development of the brain.

Humanistic view of motivation

Theories of motivation to learn. It is important to help your child be successful in their activities and encourage people to behave in a way as to achieve the desired incentives. Motivating children to activities that attract children's attention. Through the use of real questions, singing, playing games, role-plays, storytelling, demonstrations and trials deemed to encourage children to be curious about attention.

Early childhood development early childhood 5-6 years

Children will have the ability to do a variety of activities. Eye-hand coordination to be good.

Through the use of muscle power. Development of the arts, children begin to stand up to the age of about 5-6 years to begin drawing will be free. No rules and creative ideas of their own. Some children begin to associate as is. The art activities help develop thinking skills. Learn the story is detailed.

Organize ideas and to link ideas. As well as the creativity A continued focus Learn social skills Working together as a group Known waiting Help each other

Art teaching model for early childhood

Motivation to learn (Motivation)

Plan to learn (Plan)

Action to learn (Action)

Recall to learn (Recall)

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The teaching model for early childhood were divided into 4 steps: 1) motivation to learn (Motivation) teachers motivate, stimulate and draw attention to learning. With the question of singing, playing games, role-plays, storytelling, demonstrations and experiments. 2) plan to learn (Plan) teachers together to plan activities various artistic look is planned. Children planning manual, Children with teachers planning, Children planning together with friends to schedule a procedure. Targeting and to share in the work of art in action learning. 3) Action to learn (Action) children is art activities, hands-on, as self-planned by selecting and using equipment in the decision-making activities to painting activities, Invention activities, Sculpture activities. Teacher who supports the stimulation of artistic activities. 4) Recall to learn (Recall). Teachers and children together review learning activities from the beginning to the final stage by means of reflection, talking tell a story and present your work related to what you have learned. From the first step in art activities. As shown in Figure 2 the art teaching model for early childhood

Figure 2: The art teaching model for early childhood.

From early childhood teaching art for the researchers created make childhood with imagination.

Planning a show about what they think. There are intentions to concentrate efforts. Cognitive flexibility Heightened creativity, so art forms will be necessary to help develop early childhood skills needed in the future.

Plan to learn (Plan) Motivation to

learn (Motivation)

Action to learn (Action) Recall to learn

(Recall)

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