Answer To: ASSESSMENT INSTRUCTIONSThroughout Sessions 1 – 3 we have used the textEncounters with Materials...
Dr Shweta answered on Aug 01 2024
Encounters with Materials in Early Childhood
Introduction:
Today, academicians continue to reiterate the importance of materials in the early stages of children's education development. According to Golomb (1992), Lowenfeld & Brittain (1987), and Matthews (2003), children perceive activities like painting with a brush and interacting with clay as crucial for their emotional, physical, and social growth. There have been ongoing efforts to acknowledge children's artistic creativity for a long time. Scientists are investigating the use of materials as a means of communication, including in early development institutions. People who integrate the arts into their work typically have a comprehensive understanding of materials and artistic procedures. Some individuals may have an inclination and a longing to interact with the arts as a kind of visual communication but lack a profound cerebral comprehension.
Frequently, individuals tend to see children's artwork as direct representations of their own selves.
Materials are referred to as the fundamental components of the curriculum.
Carter and Curtis (2007) outline a developmental continuum that spans from first inquiry to the formation of mental representations. Frequently, instructions are provided on how to systematically and methodically organize and arrange materials. The items are originally offered to facilitate children's understanding of their qualities and functions.
Subsequently, when children become more familiar with the items, they are provided with positive reinforcement. They can be utilized to symbolize concepts and entities. Materials are referred to as the fundamental components of the curriculum. Carter and Curtis (2007) outline a developmental continuum that spans from first inquiry to the formation of mental representations. Frequently, instructions are provided on how to systematically and methodically organize and arrange materials. The items are originally offered to facilitate children's understanding of their qualities and functions. Subsequently, when children become more familiar with the items, they are provided with positive reinforcement. They can be utilized to symbolize concepts and entities.
Instructors at the newborn and preschool programs in the northern region of Reggio Emilia, Italy have demonstrated a keen focus on both tangible resources and intellectually intricate concepts. The findings of their investigations on materiality offer valuable perspectives, as reported by Ceppi and Zini in 2008. Reggio (2004), Vecchi (2010), and Vecchi & Giudici (2004) Encounters with Materials in Early Childhood Education present a new perspective on materials, examining them from a scientific, rational, or utilitarian standpoint and exploring their predictable characteristics such as color, form, density, mass, and friction and the force of gravity. It helps them to understand between living and non-living entities and various dichotomies, such as inanimate vs. active and self versus other, among others, influence our perception of ourselves as conscious actors who manipulate passive, lifeless substances, frequently without our awareness. As a visual ethnographer, images played a vital role in their interactions with materials. Pictures and images also stimulate their cognitive processes and enhance the visual experience. Therefore, it is recommended to utilize visuals to expand their potential for diverse epistemological approaches and to convey and elucidate thoughts....