In childhood research, children's art-making has typically been viewed and understood through a lens of developmental psychology and the notion that children's art-making progresses through a linear series of stages continues to dominate how we design and implement art-making experiences for young children. Postdevelopmental Approaches to Childhood Art brings together the work of theorists from around the world who have presented postdevelopmental approaches to childhood art, thereby playing a vital part in unsettling the dominance of the developmental paradigm and offering worked examples of alternative models. Drawing on sociocultural theory, Deleuzian philosophy, posthumanism and postmodernism each chapter offers a theoretical basis that challenges developmentalism, as well as an application of that theoretical basis. The contributors also consider what this shift in our perspective means for the design and implementation of art-making experiences for young children.
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Explores ways of seeing early childhood art that go beyond the dominant paradigm of developmental psychology.
Introduction, Mona Sakr and Jayne Osgood
1. Art-making as Activity: How Children Make Meaning through Art, Heather
Malin
2. Childhood Art in Community Education: Postdevelopmental Learning through
Feminist Leadership, Diversity and Pedagogic Invention, Linda Knight
3. Childrens Photography as Sense-making, Mona Sakr
4. Holly Banister: A Social Incentive Account of Exceptional Drawing Ability,
Paul Duncum
5. Reconceptualizing Early Childhood Art: The Lessons of Intergenerational
Art Curricula and Postdevelopmental Theorizing, Rachel Heydon and Lisa-Marie
Gagliardi
6. You Cant Separate It from Anything: Glitters Doings as Materialized
Figurations of Childhood (and) Art, Jayne Osgood
7. So You Will Remember Me as an Artist: Art-making as a Way of Being in
Early Childhood, Christine Marmé Thompson
8. It Might Get Messy, or Not Be Right: Scribble as Postdevelopmental Art,
Victoria de Rijke
9. We Need It Loud!: Listening to Preschool Making from Mediated and
Materialist Perspectives Karen Wohlwend, Anna Keune and Kylie Peppler
10. Thinking Childhood Art with Care in an Ecology of Practices, Laura
Trafi-Prats
Index
Mona Sakr is Senior Lecturer in Education and Early Childhood at Middlesex University, UK.
Jayne Osgood is Professor of Education at Middlesex University, UK, and Visiting Professor at Oslo Met University, UK.
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