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| Foreword | |
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| Preface | |
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| Acknowledgments | |
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| Integrating Art into the Early Childhood Curriculum | |
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| Relevancy of Vygotsky's Theories of Language and Social Interaction | |
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| Balancing the Visual Art Disciplines with Contemporary Concerns | |
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| Creative Art Expression: The Reggio Emilia Approach | |
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| Back to the Future: John Dewey and the Arts in Education | |
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| Creating an Inviting Environment for Art Expression | |
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| An Aesthetically Pleasing and Functional Environment | |
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| Stationary Properties of the Room | |
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| Arrangement of Learning Areas | |
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| Conclusion | |
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| Art Media, Tools, and Technological Resources That Foster Language Expression in Art | |
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| Materials and Tools for Art Expression | |
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| Acquiring Materials | |
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| Organizing and Presenting Art Materials | |
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| Using Technology | |
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| Conclusion | |
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| Beginning Investigations in Art | |
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| Getting Started at the Discovery Table | |
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| Observing and Reflecting | |
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| Guiding Children to Explore and Create | |
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| Making Connections Across Subjects | |
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| Conclusion | |
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| Guiding Children's Art Through Language | |
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| Asking Convergent and Divergent Questions | |
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| Art Talk | |
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| Using the ZPD and Dynamic Assessment | |
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| Developing Curriculum Based on Children's Knowledge and Interests | |
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| Using the Immediate Environment to Motivate Art Expression | |
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| Providing In-Depth Experiences with Natural Materials | |
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| Building Conceptual Knowledge While Enhancing Art Expression: The City | |
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| Documenting Children's Learning | |
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| Using Portfolios for Assessment | |
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| Conclusion | |
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| Children Learn About Artists and Themselves as Artists | |
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| Painting in Jackson Pollock's Style | |
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| Introducing Art Reproductions to Children | |
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| Children Identify with Art Reproductions | |
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| Learning from Monet's Painting The Bridge at Argenteuil | |
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| Matisse's Special Need and His Paper Cutouts | |
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| Art and Children with Special Needs | |
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| Enjoying Each Other's Art | |
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| Working with Artists | |
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| Conclusion | |
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| Collaborating with Parents and Colleagues | |
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| Involving Parents in Art Experiences | |
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| Collaborating to Provide Quality Experiences in Visual Arts | |
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| Conclusion | |
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| Reflections | |
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| Reflections from Teachers | |
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| Reflections from Two Principals | |
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| Reflections from Teacher Educators | |
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| Children's Art Development | |
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| Creative Thinking in Art | |
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| Cognitive Thinking in Art | |
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| Aesthetic Thinking | |
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| Aesthetic Thinking and Art Talk | |
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| Art Talk: Language of Art | |
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| The Language of the Elements of Design | |
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| The Language of the Principles of Design | |
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| Art Talk and Art Appreciation | |
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| Suggestions for Talking with Children About Their Art | |
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| References | |
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| Index | |
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| About the Authors | |