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CURRICULUM & LEARNING ENVIRONMENT * 1 HOURS * LEVEL 1

Page 4

Art and Sensory Experiences for Infants and Toddlers 

Art Experiences for Infants and Toddlers
Art can be defined as “a way of expressing ideas and feelings in visual form. It includes children’s use of crayons, paint, scissors, glue, play dough, and other craft materials” (Lagoni et al., 1989, p. 239). To further explain art for infants and toddlers, let’s take a look at a specific example.

Zakiya, an eighteen month old, seems to be making random scribbles with a nontoxic marker on easel paper. You see no logic to what she has drawn. However, Zakiya seems very happy with what she is doing.

The above example depicts that Zakiya is exploring art. Zakiya seems to be randomly scribbling with the marker, but in reality she is exploring how the marker works and the things she can create with the marker. Zakiya is creating and using her imagination!
Importance of Art for Infants and Toddlers

Art for children is more about the process of creating than the product that develops (Jalongo & Isenberg, 1997). Most infants who make marks on paper are simply exploring what happens when the marker or other writing instrument touches the paper. They are not really interested in creating something specific on the paper. 

As infants grow into toddlers, they learn how to better control a marker, crayon, paintbrush, or other art tools. Over time, their scribbles will begin to have more of a shape rather than being haphazard marks on the paper. However, this does not mean that a child should only participate in drawing activities. Children should be given a variety of art experiences.

  • The act of dipping a paintbrush into paint and then applying it to paper shows that the child is using concentration and focus. Painting also allows a child to use his/her imagination freely. All very important skills! Providing assorted materials for the children to paint with gives them a chance to explore a variety of ways to paint. For example, place sponges, assorted paintbrushes, and assorted types of paper out and invite the children to explore (Terreni).
  • Infants and toddlers learn about textures and movements through finger painting. Enjoying finger paint and the different effects their hand movements have on the paint is yet another way of broadening young children’s creativity (Terrini).
  • Clay offers infants and toddlers ways to build small motor skills and creativity. The act of squeezing clay builds small motor skills. As the children age past toddlers, they will begin creating objects with the clay (Terreni).
  • Collage materials offer infants and toddlers ways to build small motor skills and creativity. Provide older infants and toddlers with chunky paintbrushes and glue in dishes. The children can “paint” the glue onto paper before placing magazine pictures, paper, and other assorted items on the glue. Because children decide what goes on the glue, this is building their cognitive and creative skills along with small motor skills (Terreni).
Other things to Keep in Mind
There are many things to think about when talking about art with young children. The following are a few of those points.
  • Remember that art for young children is process oriented. Children enjoy the process of making the art, not what the final product may look like (Jalongo & Isenberg, 1997).
  • Make sure that children are well supervised as they work. However, allow the children to work freely.
  • Make appropriate remarks about the children’s artwork. Never ask a child what he/she is making. Comment instead on what you see. For example, if a child has scribbled all over his paper with a marker you could say, “Wow, Jeremiah, you covered your whole paper with your drawing!” Or if you are finger painting with a child, talk about how the paint feels in your fingers or the way the child is using his/her hands to paint (Jalongo & Isenberg, 1997). 
  • Make sure the children wear protective clothing such as aprons or smocks. Art is fun and messy! 
  • Be sure that art materials are at children’s level. For example, make sure easels and tables are at appropriate heights for the children to be able to work comfortably (Terrini).