Look out Below (and Above)! Challenging Adult Understandings of Displaying Young Children's Artwork

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Title Look out Below (and Above)! Challenging Adult Understandings of Displaying Young Children's Artwork
Author Twigg, Danielle
Journal Name Contemporary Issues in Early Childhood
Editor Professor Susan Greishaber
Year Published 2011
Place of publication United Kingdom
Publisher Symposium Journals Ltd
Abstract Children’s artwork displays are a distinct and key feature of early childhood classrooms. The artwork produced by young children in the classroom is often linked to the educational program. After the completion of the art projects, early childhood educators face the challenge of displaying the children’s artwork. With minimal research available on the ‘how to’ aspects of displaying children’s art, educators rely on traditional methods of display, such as fair and equitable representation. Based on a selection of findings from a doctoral research conducted with children between the ages of four and six, this article offers early childhood educators (and adults, generally) insight into young children’s lived experiences of the display of their own visual artwork. Discussed in this article are three key themes that were identified in the doctoral study that offer guidance towards a new method for displaying children’s artwork. These include: (1) the practices of making and displaying art cannot be separated; (2) decisions about the display of children’s visual artwork are made by adults; and (3) art experiences directly impact the lives of young children. This article asserts that adult sensitivity and acknowledgement of children’s rights are essential aspects of the decision-making process associated with displaying children’s artwork.
Peer Reviewed Yes
Published Yes
Alternative URI http://dx.doi.org/10.2304/ciec.2011.12.3.262
Copyright Statement Copyright 2011 Symposium Journals. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Volume 12
Issue Number 3
Page from 262
Page to 273
ISSN 1463-9491
Date Accessioned 2011-11-07
Language en_US
Faculty Arts, Education and Law
Subject Specialist Studies in Education
URI http://hdl.handle.net/10072/41919
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

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