A case study of a preschool teacher's reflection process in art activities

So Fong NGAN

Research output: Contribution to conferencePapers

Abstract

The aim of the paper is to discuss the thinking process of a preschool teacher's knowledge of child development and the concept of creativity in designing art activities. The design of an art curriculum will reflect the adults' knowledge of child development (Morgan, 1995). Child development knowledge is very important in designing art activities for promoting children's creativity. The design of curriculum will depend on teacher's training, teaching experience, observation skills, concept of their theories of creativity and child development and the ability to reflect (Ngan 2006). Schon (1987) suggested 'theories-in-use' 'reflection-on-action', which indicate the importance of the teacher's thinking. A qualitative methodology was applied in a study of a typical preschool in Hong Kong. A semi-structured interview was conducted. Video-tape recordings of the classroom teaching was used as a stimulated recall of the activities to find out the rationale, focus of the activities and the reflection of the teacher. The findings indicate that the teacher needs to develop her observation skills in order to be more sensitive to children's needs. Finally her knowledge of creativity and children development are very important.
Original languageEnglish
Publication statusPublished - 2006

Citation

Ngan, S. F. (2006, November). A case study of a preschool teacher's reflection process in art activities. Paper presented at the Asia-Pacific Educational Research Association (APERA) International Conference 2006: Educational Research, Policy and Practice in an Era of Globalization, The Hong Kong Institute of Education, China.

Keywords

  • Early Childhood Education
  • Theory and Practice of Teaching and Learning

Fingerprint Dive into the research topics of 'A case study of a preschool teacher's reflection process in art activities'. Together they form a unique fingerprint.