Introducing Zentangle in the Early Years.

Q4 Social Sciences

Curriculum and Teaching Pub Date : 2017-11-01 DOI:10.7459/CT/32.2.05

S. Hesterman, Gillian McAuliffe

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引用次数: 6

Abstract

People of different ages, skills, and interests enjoy Zentangle as a visual arts practice. It is adopted as a hobby with the intention of creating an abstract art form comprised of drawn images and using repetitive and structured patterns. Zentangle has an associative language and a method that is easy to learn. Participants of Zentangle report feelings of wellbeing when engaged in the meditative drawing activities. In the field of education, research on the potential of Zentangle to support student learning is limited; in early childhood education, the benefits are unreported in the academic literature. This research project aims to fill this gap. The project examined the educational benefits of Zentangle for young children. The project was conducted over a ten-month period in two kindergarten classrooms (with children aged 3-5 years) at a Western Australian independent community school inspired by the Reggio Emilia educational philosophy. Two case study findings showed that Zentangle supported the development of children’s fine motor skills and enriched their language experience through the accommodation of cultural and linguistic diversity. Zentangle also provided opportunities for children to demonstrate the Early Years Learning Framework for Australia outcomes.

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早年介绍Zentangle。

不同年龄、技能和兴趣的人都喜欢Zentangle作为一种视觉艺术实践。它被作为一种爱好，旨在创造一种由绘画图像组成的抽象艺术形式，并使用重复和结构化的图案。Zentangle有一种联想语言和一种易于学习的方法。Zentangle的参与者报告说，当他们进行冥想绘画活动时，他们会感到幸福。在教育领域，关于Zentangle支持学生学习的潜力的研究是有限的；在幼儿教育方面，学术文献中没有报道这种益处。这个研究项目旨在填补这一空白。该项目考察了Zentangle对幼儿的教育益处。受雷焦艾米利亚教育理念的启发，该项目在西澳大利亚州一所独立社区学校的两间幼儿园教室（有3-5岁的孩子）进行了为期十个月的研究。两个案例研究结果表明，Zentangle支持儿童精细运动技能的发展，并通过适应文化和语言多样性丰富了他们的语言体验。Zentangle还为儿童提供了展示澳大利亚早期学习框架成果的机会。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Curriculum and Teaching Social Sciences-Education

CiteScore

0.50

自引率

0.00%

发文量

期刊介绍： Curriculum and Teaching, first published in 1985, is an established, refereed international journal publishing original research from throughout the world which deals with major up-to-date issues and trends in curriculum theory and practice. The journal uses a balanced and comparative perspective to consider curriculum design and development, evaluation, curriculum models, comparative studies in curriculum, innovation and policy, planning, and educational administration. The journal’s object is to advance the study and development of curriculum and teaching, with a view to improving teaching and pedagogy. Curriculum and Teaching provides an impartial forum for scholars throughout the world, working in the area of curriculum studies. Curriculum and Teaching is double blind peer reviewed. The journal has no publication fees.