The document discusses recommendations and guidelines for providing developmentally appropriate art experiences and environments for children of different ages. It covers topics such as recommended art materials, safety considerations, facilitating individual expression, and ways to support diversity and inclusion. Guidelines are provided for infants/toddlers, young toddlers, older toddlers, and preschool aged children. The document synthesizes research from multiple child development sources and experts.

2. Gordon, A.M. & Browne, W.B.(2014). Beginnings & Beyond. Cenange Learning
(p. 317)

3. • When doing art with infants (0-12 months), there must be proper adult supervision and
usage of art materials.
• Infants tend put everything in their mouths, which makes choking a high risk.
• Do not use any art materials that smell like food
• It is important to plan art activities around the child’s age and ability.
Ziploc painting is safe option
for infants to explore art:
1. Put several paint colors on
a piece of paper
2. Place the paper carefully
inside a Ziploc bag, then
seal it shut
3. Tape the Ziploc bag down
onto the surface in front
of the infant
4. Watch as the infant
engages in a “mess free”
finger painting activity
Cryer, D, Harms, T, and Riley, C. (2004). All about the ITERS-R. New
York, NY: Teacher’s
College Press.
Pg. 227

4. • “Younger Toddlers” (12-23 month) should be
exposed to three different art materials at least
some time during the week
• Finger paints, collage materials and play dough
should be kept in a higher shelf, and used with
staff’s close supervision
• When it’s time to use simpler art materials,
such as large crayons, chalk and paper, children
may choose them from a lower, accessible shelf
Access
Having materials in clear, word and picture
labeled bin is recommended
Cryer, D, Harms, T, and Riley, C. (2004). All about the ITERS-
R. New York, NY: Teacher’s
College Press.
Pg. 229

5. • “Older Toddlers” (23-30 months) should
be offered art daily and have access to
more than 3 art materials on a weekly
basis: large crayons, chalk, watercolor
markers and paper (with variation)
• Depending on ability, more variety may
be available, such as safety scissors,
glue, paints, and an easel with
appropriate sized brushes
• There should be
a large variety
in paper size
and color, paint
brush size and
play-dough
tools
Cryer, D, Harms, T, and Riley, C. (2004). All about the ITERS-R. New
York, NY: Teacher’s
College Press.
Pg. 230
There must be two other activities
children can do without negative
response from staff

6. SAFETY
• Whether the toddlers are young or old,
close supervision is always required
• Make sure children don’t try to ingest/
taste any materials
• All materials must be non-toxic
• Child-accessible shelves should be
nailed/secured to the wall and no taller
than the child’s shoulders
• Avoid play-dough
molds with sharp
edges, sharp pointed
scissors, staplers or
any sharp tools
• Choking hazards: The
tips of watercolor
markers, broken
crayons and small
packing “peanuts”
• Glitter is
inappropriate at this
age because it can
get into the child’s
eyes
Cryer, D, Harms, T, and Riley, C. (2004). All about the ITERS-R. New
York, NY: Teacher’s
College Press.
Pg. 230-231

7. Setting up so clean up is easier
Ensure children do not have to share materials by providing
enough supply
Limiting number of materials
Adding simple materials that are easy to control Provide small amounts of messy materials
Using descriptive words while children
are using materials (example: sticky,
squishy, colorful, wet, dry)
Cryer, D, Harms, T, and Riley, C. (2004). All about the ITERS-R. New
York, NY: Teacher’s
College Press.
Pg. 235

8. Cultural/Language Diversity
Art Example:
• Skulls for “Dia de Muertos”,
a Holiday that originated in
Mexico
• Pumpkins and scarecrows
for “Halloween” The
American Holiday
Racial Diversity Art Example:
• Self portrait paper plate
with witch hat, showing
different skin tones
Gender Diversity Art Example:
• Self portrait paper plates
are different genders
Religious Diversity:
• “Diwali”, a Hindu Holiday
that means “rows of lighted
lamps”, Celebrated on
November 14th
Whitener, C. (n.d.). Activities.
Part 2 [Slide 27]

9. Cultural/Language Diversity
Art Example:
“Roscon de Reyes” a famous
dish from Spain
Racial Diversity Art Example:
• The “elves” crafts are
different skin tones
Gender Diversity Art Example:
• The “elves” are also
different genders
Religious Diversity Art
Example:
• Popsicle stick Christmas
trees for the Christian
Holiday
• Hanukah stars for the
Jewish Holiday
Whitener, C. (n.d.). Activities.
Part 2 [Slide 27]

10. Auditory:
• Model the art process you are
teaching
• Use sign language as needed
Gordon, A.M. & Browne, W.B.(2014). Beginnings & Beyond.
Cenange Learning
(p. 329 and 485)
Visual:
• Verbally describe using
materials
• Go slowly and encourage
children to manipulate items
as you explain
Gordon, A.M. & Browne, W.B.(2014). Beginnings &
Beyond. Cenange Learning
(p. 329 and 485)

11. Attention Deficit or Behavioral:
• Allow the child an individual work space with
materials to avoid waiting or crowding
• Limit choices to avoid feeling overwhelmed
• Play dough can help with releasing energy
and feelings
Gordon, A.M. & Browne, W.B.(2014). Beginnings & Beyond. Cenange Learning
(p. 329 and 485)
Physical:
• Have a clear pathway to the art area
• Glue sticks instead of bottles for easier
application
• Using ambidextrous scissors so teachers
can help when needed
Gordon, A.M. & Browne, W.B.(2014). Beginnings & Beyond. Cenange Learning
(p. 329 and 485)
Clear
pathway

12. Allowing specific access
depending on age/ability
Treating classroom as a small society
Having a culture themed show and tell
Asking children who speak different languages to
teach us art material words
Including children’s ideas when it comes to seasonal art
projects (What does your family do this time of year? Do they
celebrate a certain Holiday?)
Incorporating people into some art projects to celebrate our different skin
tones, hair textures and genders
Displaying children’s artwork in the classroom as a daily
reminder we are all different
Making sure there is enough space in the room
Going slowly, not overwhelming anyone
Providing separate spaces for those who work better
alone
Using sign language and
modeling processes
Letting the children participate
in individual expression
Helpful Steps to
Achieving
Diversity in the
Classroom
Being verbally descriptive

13. • As children become older, they gain more hand
eye coordination, fine motor skills, patience and
the understanding for process.
• Choking hazards is of lower risk because children
are less likely to put art materials in their mouth.
• Children of this age and ability should be
introduced to a larger variety or art materials such
as:
Art Environment
for 3-5 year olds
Drawing materials
CrayonsMarkers Pens Pencils Felt tip
markers
Chalkboards Dry erase
boards
Paper
plates
Chalk Paper (various
shapes, sizes and
colors)
Cryer, D, Harms, T, and Riley, C. (2003). All about the ECERS-R. New
York, NY: Teacher’s
College Press.
Pg. 200

14. • As children become older, they gain more hand
eye coordination, fine motor skills, patience and
the understanding for process.
• Choking hazards is of lower risk because children
are less likely to put art materials in their mouth
• Children of this age and ability should be
introduced to a larger variety or art materials such
as:
Art Environment
for 3-5 year olds
Painting materials Three-dimensional
materials
Water color paints Finger paints Paint brushes
Paper for painting Tempera paints
Play-dough Clay/ modeling compound
Wood for gluing or carpentry Pipe cleaners
Cryer, D, Harms, T, and Riley, C. (2003). All about the ECERS-R. New
York, NY: Teacher’s
College Press.
Pg. 200

15. • As children become older, they gain more hand
eye coordination, fine motor skills, patience and
the understanding for process.
• Choking hazards is of lower risk because children
are less likely to put art materials in their mouth
• Children of this age and ability should be
introduced to a larger variety or art materials such
as:
Art Environment
for 3-5 year olds
Tools
Tape
dispensers/tape
Hole
punchers
Safe
scissors
Stencils
Paintbrushes (various
shapes and sizes
Tools for play-
dough
Staplers Sponge
painters
Rollers
Cryer, D, Harms, T, and Riley, C. (2003). All about the ECERS-R. New
York, NY: Teacher’s
College Press. Pg. 200

16. Buttons
Sequence
Feathers
Felt
Cotton Balls
Pom Poms
Yarn
Glitter
Gems
Magazines
Card Board
Shapes
Paper Shapes
Glue
Natural Items:
Egg cartoons and Cardboard Tubes
Collage Materials
Cryer, D, Harms, T, and Riley, C. (2003). All about the ECERS-R. New York, NY:
Teacher’s
College Press. Pg. 200

18. “A” is for Apple art
project options:
1. Create an apple
with play-dough
and pipe cleaners
2. Create an apple
with paper plates and
paper scraps/ripped
paper and glue
3. Create an apple
tree with finger paints
Individual
Expression:
The child is allowed to
pick the art materials
and use them in a
constructive manner
Cryer, D, Harms, T, and Riley, C. (2004). All about the ITERS-R. New
York, NY: Teacher’s
College Press.
Pg. 235
Cryer, D, Harms, T, and Riley, C. (2003). All about the ECERS-R. New
York, NY: Teacher’s
College Press.
Pg. 202

19. • Accessible: Materials are out and in
children’s reach
• Some materials are placed on table
to encourage use
• At least 3-5 choices of each
material should be accessible to
children for a substantial portion of
the day (1/3 of the time that
program is open). This can be
broken into 30 minute periods
throughout the day (two kinds of
paints, collage materials, drawing
(daily), art tools, and 3d materials)
• During this time, children are able
to create how they’d like with the
art materials (Individual Expression)
Art Access
for 3-5 year
olds
• Older preschoolers will “extend an
art activity” which means the art
process will take more than one
sitting to complete
Cryer, D, Harms, T, and Riley, C. (2003). All about the ECERS-R. New
York, NY: Teacher’s
College Press.
Pg. 201

20. Giving only
one option
of art
material
Rushing
children/ not
allowing
enough time
Representing
only one
culture with
art
Giving
children
ditto sheets
Not allowing
individual
expression
Forcing children
to continue art
when they are
interested in
something else
What to Avoid
Cryer, D, Harms, T, and Riley, C. (2003). All about the ECERS-R. New York, NY:
Teacher’s
College Press.

21. • Fine motor skills
(By using art tools
frequently)
• Writing
(By using writing materials like
crayons, pencils, pens, markers)
• Independence
(By problem solving and
creating art by themselves)
• Math
(By creating art with shapes,
lines and spaces)
• Science
(By learning how to mix
colors)
• Creative expression
(By using imagination to
make art)
Cryer, D, Harms, T, and Riley, C. (2003). All about the ECERS-R. New York, NY:
Teacher’s
College Press.

22. Suggest the main
subject/theme

23. Strand 2: Learning About Self (Self-concept)
36 months to 48 months
Showing an increasing ability to distinguish
between self and others (B9)
*Page 5*
A teacher can help children achieve this
milestone by “displaying children’s work in
aesthetic ways at child’s eye level.” Making
things look more accessible and attractive will
grab a child’s interest. Children will be able to
remember the work they achieved, and how it
is not the same from everyone else’s.
Strand 3: Emotion Regulation and Self
Regulation
36 months to 48 months
Follow simple rules and routines with
guidance (C8)
*Page 6*
A teacher can help children achieve this
milestone by “creating simple rules for daily
routines using
child’s words and input.” It’s easier for children
to follow directions when their opinion is also
valued. Allowing children to express their
emotions toward something can cause a child
to willingly participate.
Virginia Department of Social Services. Milestones of Child
Development. Retrieved from
http://va.gapitc.org/wp-
content/uploads/2014/03/Milestones_Revised2014.pdf

24. Strand 1: Listening and Speaking
36 to 48 months
Progress in abilities to initiate and respond
appropriately in conversation and discussions
with peers and adults. (A9)
*Page 13*
A teacher can help children achieve this milestone by
“guiding discussion about events, meals,
or activities, using language to enhance
vocabulary development.” This is an opportunity for
children to discuss their cultures and families
traditions. When children have a lot to share, it’s a
natural way for them to participate in conversation.
Strand 5: Early Writing
36 months to 48 months
Experiment with a growing variety of writing
tools and materials, such as pencils, crayons,
and computers. (E8)
*Page 17*
A teacher can help children achieve this milestone by
“providing opportunities for child to tell
stories out loud, write down what child
says and read it back with child.” Recording a child’s
own interests and words is a way to introduce
writing.
Virginia Department of Social Services. Milestones of Child
Development. Retrieved from
http://va.gapitc.org/wp-
content/uploads/2014/03/Milestones_Revised2014.pdf

25. Cryer, D, Harms, T, and Riley, C. (2003). All about the ECERS-R. New York, NY: Teacher’s
College Press.
Cryer, D, Harms, T, and Riley, C. (2004). All about the ITERS-R. New York, NY: Teacher’s
College Press.
Harms, T, Clifford, R, and Cryer, D. (2003). Infant toddler environmental rating scale.
New York, NY: Teacher’s College Press.
Harms, T, Clifford, R, and Cryer, D. (2005). Early childhood environmental rating scale.
New York, NY: Teacher’s College Press.
Virginia Department of Social Services. Milestones of Child Development. Retrieved from
http://va.gapitc.org/wp-content/uploads/2014/03/Milestones_Revised2014.pdf
Whitener, C. (n.d.). Activities. [PowerPoint slides].
References