I Learned Chapter 9

Something that I learned in this chapter was that the process of a humans development follows a general pattern that includes growth in three basic directions. The first is large to small muscles or has most know is gross-motor to fine-motor, but I knew you use your large muscles before your small muscles but the way they explained it really help understand it better. The second direction and the third direction were new to me. The head to toe growth and that is called cephalocaudal development and the third pattern is from inside to outside is called proxomodistal development. I liked how they talked about hand-eye coordination because I think it is easily forgotten when thinking about childrens developmental growth. I learned about flexible thinking I didnt not know what that was until this chapter. It is when a child learns to think of things in the context of change, and they realize that not all things are permanent. I also learned about the word sensorimotor, I knew what sensory was but I didnt know what sensorimotor which is sensory and motor put together. I liked how this chapter gave skills children should have a certain age and activities you could do with those children that might need help with those skills or if you just want to work on those skills. Children can learn new vocabulary when doing art and I think sometimes we tend to forget when doing art they are also working on their literacy skills.

Chapter 10
I really liked what they said we are teaching children about art rather than teaching art to children. I think that statement really explains why process art is better for ch ildren social/emotional development rather than doing product art. When doing process art they can talk to students to get ideas and they are socializing with the other children when doing their art and when they do process art they are thinking on their own and use their own creativity, they can problem-solve they are using and working on their emotional development. Product art teachers are teaching them art rather than teaching the children about the art. I learned liked how they talked about self-concept and self-acceptance and how early childhood education really helps build those up. Calling early childhood programs having a nurtures the concepts and it being a psychosocially safe environment for children. I think that is why process art is so important not only in the early childhood program but also in schools because when children do art they dont have to be good at it and they can create whatever they would like to and its a time they can express themselves. I learned that children who have a positive creative experience are ones you can accept honestly their own abilities and those of the other children. I think that is another reason schools need to bring art and play back into the schools, because children that enjoy and understand their creative experiences have a better time play and talking with the other children. An important factor in child to child relationship is getting along with others or know as social competence and if children dont get along well with the other children than t hey arent going to have a good relationship with them and then other children may not want to play with them. Children look up to teachers and other adults, and a reason they look up to use is because children are curious and they have questions and so they tend to go to an adult because we would have the answer. They also look up to us to keep them safe and out of harm because again they are still trying to learn rights from wrongs. So has a teacher we need to teach them and guide them but we also have to have a positive relationship with them so they feel safe and so they feel comfortable asking us questions. I learned about the word rapport, it means building a warm and friendly feeling between a teacher and a child. That is not the easiest thing to do but it can be done and I think one way is if they first start at the childcare or you just start there I think getting to know them by asking questions and playing with them helps build that trust and helps build the rapport. Children in groups learned to respect and ideas that the other children may have and to be patient when another child is talking. I learned quite a bit from this chapter and it also explained things better that I already knew so this chapter I will have to book mark and remember to read again when I need a refresher.

Chapter 11
I learned that there are different stages of art development just like physical development. There are different stages in art but they are not guidelines and some children can be in different stages. According to Lowenfeld children age nine to eleven are in the gang style, they become independent on adults and can become more anxious to conform to their peers. The three basic developmental stages are the scribble stage, basic forms stage and pictorial stage. This book talks about how in the scribble stage from one, one-half to two is when they start to scribble but I think depending on the child some could still be scribbling at the age of four, at the daycare I work at I have one that mostly scribbles that is four and another child that is four is more in the basic stage close to the pictorial stage. The different stages of scribbling are the disordered or also known as the random scribbling, and controlled scribbling. The next stage of art development is the basic forms or some people know it as the preschematic stage. The different stages or the basic forms are the circle and oval, and rectangle and square. The last stage is the pictorial or also known as the schematic stage. Just like physical development, art has stages and children can be at different stages and they develop as they get older.