The Art of Early Childhood Education
To some extent, early childhood educators integrate the arts as standard practice. But music, dance, and visual arts are typically limited there. Lee Nardo and colleagues’ 2006 study of teachers in preschools accredited by the National Association for the Education of Young Children revealed that arts components such as music were typically used for a small amount of time each day and primarily to enrich the classroom environment. Full integration of the arts is rare, particularly in programs that serve children at risk for educational difficulties. Yet arts integrated learning may hold the potential to address key challenges facing our nation’s youngest learners, especially those with developmental delays and emotional challenges and those from diverse cultures and backgrounds.
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Arts integration shows promise for school readiness, emotion regulation, and stress reduction in the youngest, most vulnerable students.
Instructional practices rooted in action and reflection could transform how all disciplines build students' competencies.
Arizona leverages partnerships, ESSA funding, and a diploma seal to bolster equitable access to arts learning.
Six communities follow Chicago's lead in developing arts education census data and maps.
Several states are using ESSA to increase access and quality in arts instruction.
Arts educators bring creativity and process expertise to their work on statewide accountability.
If research is to inform state policy, important gaps in research should be filled.