Using Digital Technologies in Early Childhood Art Education

Abstract

Digital technologies have the potential to offer new opportunities for children’s expressive arts practices. Although adult expectations surround and shape children’s visual art making on paper in the early years class- room, such expectations are not so established in relation to digital art making. So how do children make sense of digital art making when it is newly introduced into the classroom? Interactions demonstrated that children’s digital art making was negotiated and constructed through particular processes. Three such processes are presented here: the use of collective motifs and metaphors, attributing “expert” status, and polarizing conflicts. Understanding these processes offers a starting point for thinking about how a new activity like digital art making can be integrated into the early years classroom and supported by practitioners. 

Keywords

• digital technologies,art education,early childhood

Erken Çocukluk Dönemi Sanat Eğitiminde Dijital Teknolojilerin Kullanımına İlişkin Yapılan Çalışmaların İncelenmesi

Abstract

Erken çocukluk dönemi sanat eğitimi çalışmalarında dijital teknolojilerin kullanılmasının çocuklara kendilerini ifade etme ve daha bağımsız faaliyetler yapma konusundaki önemini araştırmaktır. Ancak yetişkinler çocuklarla yürüttükleri sanat etkinliklerinde dijital teknoloji yerine kağıt,boya, kalem gibi materyallerden yararlanmaktadırlar. Peki erken çocukluk dönemindeki çocuklar dijital teknoloji ile sanatın entegrasyonunu nasıl sağlamaktadırlar? Yapılan çalışmalarda; erken çocukluk döneminde dijital teknolojilerin genellikle müzik dinleme, hikaye dinleme ve resim yapma olarak kullanıldığı görülmektedir. Araştırma yurtdışında yapılan erken çocukluk dönemi sanat eğitiminde dijital teknolojilerin kullanılmasına ilişkin yapılan çalışmaların derlenmesi olarak yürütülmüştür. Araştırma sonuçları çocukların dijital teknolojiyi bağımsız ve etkili bir biçimde kullanabilmesi için belli süreçlerden geçtiği bu geçilen süreçlerin sonunda çocukların “uzman” statüsüne ulaşarak çalışmalarını bağımsız bir biçimde yaptıkları saptanmıştır.

Keywords

• dijital teknolojiler,erken çocukluk,sanat eğitimi

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