In the summer of 2002 a group of early years practitioners in the city of Nottingham embarked on a journey that would challenge and deepen their thinking about art and creativity as part of children's learning, and their own professional development.
At an initial meeting with the early years advisory team, the practitioners discussed the aims of the projects and their expectations of it. These included having opportunities to:
* explore personal and professional development in terms of gaining a better understanding of creativity
* evaluate the techniques and skills offered, resource management and organisation in their own setting
* analyse learning and progression within art
* raise the profile and understanding of art with colleagues and parents
* explore cross-curricular opportunities and develop a cohesive strand of art across the Foundation Stage
* see children's artwork presented professionally.
The early years team drew upon key findings from recent research into effective early years pedagogy to support the group. These involved:
* understanding child development and learning
* the importance of child-initiated activities
* the balance between adult-initiated and child-initiated activities
* the importance of providing different levels of challenge in activities
* developing a child's independence
* providing opportunities for children to revisit activities.
Practitioners were asked to collect at least five pieces of artwork from their settings during a term, and to complete a pro-forma explaining the background and a description of how each piece of work evolved. At their subsequent meetings the group examined and discussed each others' examples informally. Later, each practi-tioner shared the development of one piece of work in depth while colleagues offered questions and comments.
Everyone also reflected and wrote about what they had learned during the previous phase of the project and what they thought the next steps should be. Each meeting provided practitioners with the opportunity to reflect on their practice. The early years team supported the discussions and then circulated relevant research and other support materials.
Adults' learning
Cross-curricular learning
One aspect which came through forcefully at each project meeting was the cross-curricular nature of young children's learning. All involved found that it was powerful to see this demonstrated so explicitly and frequently.
There were many examples of artwork that covered all six areas of learning.
It was, in fact, unusual to find an example that stayed within the boundaries of creative development.
Revisiting
Through revisiting experiences, children consolidate learning and gain confidence in their own ability. They also deepen, strengthen and build on their growing skills and concepts. During the project, practitioners described many examples where, given the opportunity to go back to an activity, children would develop their ideas, perfect a skill and make links in learning. This has implications for the organisation of time and resources. Staff need to ask themselves, 'How is the organisation of the setting supporting children's progress?' and be prepared to make changes as necessary.
Peer coaching
Children learn from adults but they also learn from each other, so it is important to exploit the potential of peer coaching. For example, do children have opportunities to collaborate with others? Are easels set out in isolation or arranged so that children can see each others' paintings?
The practitioner role
The adult role is multi-faceted, but the following were seen as key aspects:
* to understand how young children learn, based on a knowledge of child development and brain research
* to have sound subject knowledge
* to ensure that planning and organisation support the above.
Based on these key principles, practitioners need to:
* have clear and high expectations based on a knowledge of child development, subject knowledge and individual children
* maintain a balance between adult-initiated and child-initiated activities
* ensure children have uninterrupted time to become absorbed in activities and revisit experiences
* be aware of and exploit the potential of cross-curricular opportunities
* encourage independence
* promote peer coaching
* demonstrate and teach skills which will support progress
* have strategies to extend learning by supporting, stimulating, challenging and encouraging reflection
* know when and how to intervene and when to stand back.
All of the above have implications for the management of time, the environment and resources. The participants considered each and adjusted their practice accordingly.
A teacher's personal journey
Ken Graham from Heathfield Primary School observes, 'The project has offered me valuable time to step back from the classroom routine and to reflect on what is actually happening there and the important inter-relations of the many varied activities. It has given me the opportunity to gain a greater appreciation of the development of children's art and of child development itself. It has supported my own personal learning curve.
'What I have found so uplifting is that all this has taken place in an atmosphere of mutual support. The sharing of ideas, techniques and resources has provided me with many areas I can develop, adapt and pass on to colleagues in my own school.
'Through simple sharing of the background of selected pieces from our own schools, my eyes have been opened to the validity and uniqueness of each child's end product. The simple process of allowing them to explain what their work represents and the purpose or reasoning behind this can offer insights into their thoughts, personality and needs. What a lovely way into Literacy's "talking and listening" and the re-inforcement of the old saying, "Every picture tells a story".
'It has reinforced my belief (from my previous life as a science support teacher) in the value of placing each child at the centre of the learning process. It allows them to experiment and discover for themselves without the threat of failure and offers them a platform where they can express themselves and gain an audience which might not be available to them in other areas. I am certain that my own practice within my reception class has improved.'
The exhibition
An exhibition was mounted in the Civic Centre to celebrate the children's work and promote wider understanding and appreciation of children's art.
The exhibition consisted of displays of children's work, mounted by a local artist, portfolios and a slide show of children's artworks, an explanation of the project, and an area where visiting children could draw and display their own work. Practitioners and the early years team acted as guides and supported visiting children.
The exhibition brought enormous benefits to participants and visitors. The self-esteem of the participating children surely was raised by seeing their artwork so beautifully mounted and valued by peers and adults alike. Some of these artists revisited themes in their drawings at the exhibition. It was interesting to hear children discussing in depth a piece of work which they had produced some time earlier.
Visiting children were inspired to contribute to the exhibition as well.
More than 1,200 children visited over the three-and-a-half days. There were many examples of long-distance peer coaching, where pictures in the exhibition inspired children to produce their own artwork.
Families, colleagues and the general public gained an insight into the importance of art within the Foundation Stage and its value in supporting lifelong learning. Seeing their children's artwork, and the children being acclaimed as artists, gave a powerful message to parents and carers.
Visitors were amazed by the quality of work on display, as reflected by comments in the visitors' book, such as 'It's been a pleasure and an inspiration. It warms the heart', and 'As a textile designer, all the inspiration I would ever require is in this room! Absolutely brilliant!'
Learning journey
The project proved to be a powerful learning journey for everyone involved.
The process which allowed practitioners to observe and analyse their own practice, reflect upon it with others and set targets for further development was both effective and inspirational. As time went by, the deepening of practitioners' understanding and the developing quality in children's creativity was marked.
The project has emphasised that the learning journey of an adult is no different from that of a child. We all need to revisit, reflect and feel valued and supported as learners. NW Through discussion I have come to realise what may seem obvious, especially when given time to ruminate, that art and associated craft activities offer perfect and natural inroads to many other areas of the curriculum.
More information
* The exhibition, in a reduced form, is available to establishments to support professional development. A roadshow is also available for settings to support professional development and for practitioners to use with children. For more information contact: Sylvia Adams, Alison Day, or Caroline Field, Nottingham City LEA, tel: 0115 915 0774, e-mail: Sylvia.Adams @lea.nottinghamcity.gov.uk