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DO's |
DON'Ts |
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Understand that
when children draw huge hands, construct unreal
proportions, or leave out items that you might
consider essential, they are concentrating on
what is important to them at the moment. Their
work should be accepted as they create it. Often
observing what is emphasized or omitted will
give you an important insight into a child's
development. |
Don't correct or
add to a child's work. |
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Understand that children's coordination and
muscle development will grown as a result of
creating their own artwork. Art for the young
child is a developmental process that provides
the opportunity for physical, emotional,
intellectual, and social growth. |
Don't believe that coloring in pictures in a
coloring book will improve a child's
coordination. |
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Remember that children need continuity. They
will not be bored if you offer them
opportunities to paint, draw, build, paste, and
model every day. Personal growth takes place
through repeated experiences with open-ended
materials. |
Don't offer a particular art material only once
a week. Children need an ongoing experience with
the materials so that new growth and discoveries
can be made. |
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Offer the children open-ended materials (paint,
clay, crayons, wood, blocks) so that they may
make discoveries for themselves; this will help
them meet their intellectual and emotional
needs. |
Don't offer coloring books or precut patterns to
the children. These are just another way of
saying, "You are not capable; you do not have
the ability." |
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Tell the children why you like their work;
comment on the red line near the blue circles or
mention the two blue dots. Commenting on what
you see helps the children become more
consciously aware of their work. Help the
children think about what they want to paint,
draw, build, or model; for example, ask, "How
does a cow eat?" or "How many legs does the
animal have?" |
Don't ask a child, "What is that?" Don't even
try to guess. Don't casually say that a painting
or drawing is "beautiful," "great," or
"terrific." This does not make a child aware of
his or her individuality. Don't make models for
the children, even when they protest that they
"can't do it." They cannot possibly duplicate
what an adult has created. Your model is a way
of saying, "I know you are not able to do a good
job." |
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Help the children to feel confident about their
work and to take pride in it. Stress the
individuality of each creation. Respect the many
different ideas children have, as they use the
same materials. |
Don't compare the children's work of show
preferences. Don't allow their comment on other
children's work-"Oh, that's just scribble
scrabble" -to go unnoticed. You can respond by
saying, "That's John's design" or "That's his
idea." |
