Supporting personal and social development through child-led art projects in the early year settings

Article

Theodotou, E. 2017. Supporting personal and social development through child-led art projects in the early year settings. Early Child Development and Care. 189 (11), pp. 1889-1900. https://doi.org/10.1080/03004430.2017.1418739
AuthorsTheodotou, E.
Abstract

Personal and social development is an important area which influences children’s learning journey in all levels of education. Examining the impact of the arts in children’s development, there are several studies that adopt this focus. However, the majority of them focuses either in primary or secondary education or in specific personal and social skills through a structured intervention, which is not compatible with the liberal context of the arts. Considering the importance of this area and the statement above, this research project was designed. The purpose of this paper was to examine the effects of a child-led art intervention in children’s personal and social development in the early years settings. The intervention used the ‘Play and Learn through the Arts’ (PLA) programme for a full school year. The participants were from a case study of a Greek early years setting with 5-6-year-old children. Informed consent was obtained from all participants included in the study. The findings revealed a positive influence of the arts, and more specifically of the PLA, in children’s personal and social skills.

JournalEarly Child Development and Care
Journal citation189 (11), pp. 1889-1900
ISSN0300-4430
Year2017
PublisherTaylor & Francis
Accepted author manuscript
License
File Access Level
Anyone
Digital Object Identifier (DOI)https://doi.org/10.1080/03004430.2017.1418739
Web address (URL)https://doi.org/10.1080/03004430.2017.1418739
Publication dates
Online23 Dec 2017
Publication process dates
Deposited18 Dec 2017
Accepted14 Dec 2017
Accepted14 Dec 2017
Copyright holder© 2017 Taylor & Francis.
Copyright informationThis is an Accepted Manuscript of an article published by Taylor & Francis in Early Child Development and Care on 23/12/17, available online: http://www.tandfonline.com/10.1080/03004430.2017.1418739
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