GARCIAPRESENTATION
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The artist proposes a project that translates scientific studies of fetal abnormalities into sculptures of manipulated toys. Images from a medical embryology book will be represented using toys manipulated through various materials to illustrate disorders. The sculptures aim to depict the uncanny by transforming familiar toys into the unknown. An interactive artist book will present the sculptures and related scientific information.
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Puppetry is an ancient art form that is still used today across many cultures for spiritual, educational, and cultural purposes. As a visual art, puppetry can communicate to non-literate audiences. Puppetry takes many forms but involves animating inanimate objects and is used for both entertainment and ceremonies. Puppets have been used for thousands of years to represent ideas and tell stories. Puppet play helps children develop creative skills, understand fantasy vs reality, and can encourage shy children to communicate. While puppets have educational benefits, safety precautions should be taken with small or string puppets that could pose a choking hazard for young children.
Visual Arts Education - its important role in Shaping Personality by Theodora...
Visual Arts Education - its important role in Shaping Personality by Theodora Chandrinou. Paper presented in the International Conference "Ethics and Aesthetics in personality development - Education and self- shaping through art" , 6th edition, GH. Zane Institute, Iasi, Romania - coordinator Phd Marinela Rusu / 15 of May 2015. In the events Hall an Art exhibition, with the pupils' creations took place, under my (Theodora Chandrinou) coordination and it was part of my paper presentation. The creations of my pupils were part of the Greek National and eTwinning International educational projects. A creative dialogue followed among the scientific comminity members.
***
Visual Arts Education - its important role in Shaping Personality, άρθρο που παρουσίασα (Θεοδώρα Χανδρινού) στις 15 Μαΐου 2015 στο Διεθνές Συνέδριο: "Ethics and Aesthetics in personality development - Education and self- shaping through art" , 6th edition, GH. Zane Institute, Iasi, Romania - υπό την επιμέλεια της Phd Marinela Rusu. Παράλληλα, στο χώρο εκδηλώσεων έλαβε χώρα και Έκθεση Εικαστικών της οποίας είχα την επιμέλεια. Ως μέρος του υλικού που παρουσίασα στην επιστημονική κοινότητα ήταν τα έργα Εικαστικής δημιουργίας των μαθητών μου, τα οποία υλοποιήθηκαν στο πλαίσιο Εκπαιδευτικών προγραμμάτων Ελληνικών και eTwinning. Ακολούθησε δημιουργικός διάλογος με τα μέλη της επιστημονικής κοινότητας.
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Curriculum yasuka 33
The children participated in a number of activities focused on spiders to learn mathematical concepts and develop skills. They counted spiders, sorted them by size, shared spiders among groups, and answered questions about subtraction. The children also explored creative arts, making spider sculptures and paintings. For science, the children observed a real spider found on the playground and used magnifying glasses to examine its exoskeleton. They went on a field trip to search for spiders and webs around the school.
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2. Modern schooling replaces natural cognitive processes with fragmented knowledge and removes cultural diversity and aesthetics. The workshops aim to reintegrate the senses and allow natural sense-making.
3. Engaging with the world through activities awakens children's senses and allows them to make sense of the world on their own, like a curious child, remaining open without forcing answers.
Assignmetn
Creativity and the arts play an important role in child development as creativity is natural in children from a young age through play and using their imagination. However, in today's school system creativity and the arts are often suppressed by making students sit still and not engage in creative activities. Integrating the arts into the curriculum benefits children's learning and higher-order thinking skills. It is important that both parents and teachers support enhancing the role of creativity and the arts in the school system to help children develop their full potential.
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1) Studies found that toddlers will help or punish puppets based on whether they were "naughty" or "nice" in a puppet show.
2) Further experiments revealed that babies as young as 9 months old prefer characters that help over those that hinder, showing they distinguish between helpful and harmful actions.
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Visual Arts Education - its important role in Shaping Personality by Theodora...
Visual Arts Education - its important role in Shaping Personality by Theodora Chandrinou. Paper presented in the International Conference "Ethics and Aesthetics in personality development - Education and self- shaping through art" , 6th edition, GH. Zane Institute, Iasi, Romania - coordinator Phd Marinela Rusu / 15 of May 2015. In the events Hall an Art exhibition, with the pupils' creations took place, under my (Theodora Chandrinou) coordination and it was part of my paper presentation. The creations of my pupils were part of the Greek National and eTwinning International educational projects. A creative dialogue followed among the scientific comminity members.
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This document discusses posthumanist perspectives on childhood and education. It argues that from a posthumanist view, we should see children and educational materials as mutually influencing each other through "being-with" and "becoming-with" rather than seeing children as the sole focus of education and materials/environment as merely instrumental. Taking this approach has important ethical dimensions and could transform how we conceptualize education if children and materials were not exploited but invited to jointly unfold learning.
Curriculum yasuka 33
The children participated in a number of activities focused on spiders to learn mathematical concepts and develop skills. They counted spiders, sorted them by size, shared spiders among groups, and answered questions about subtraction. The children also explored creative arts, making spider sculptures and paintings. For science, the children observed a real spider found on the playground and used magnifying glasses to examine its exoskeleton. They went on a field trip to search for spiders and webs around the school.
In dialogue with everyday object. A research of play archetypes
This document summarizes a design project aimed at enhancing the play value of everyday objects for children. The designer conducted research on children's play activities and environments. She explored extracting "play forms" from ordinary objects like dice and applying them in new contexts. Two prototype designs were a "dice stool" that children could kick, roll, and sit on, and a "house table" combining the shapes of a house and table to promote imaginative play. Evaluation criteria for ideas included understandability, appropriateness of materials, and product longevity. While refining the house table design, the designer discovered a similar existing product and chose to pursue the dice stool concept instead. The overall goal was to dissolve play into daily life through subtle play
Awakening the aesthetic sense, not ‘teaching rz
1. The document discusses awakening natural aesthetic senses in children rather than teaching art. Workshops are held with activities like drawing, crafts, and engaging with nature to sensitively immerse the senses.
2. Modern schooling replaces natural cognitive processes with fragmented knowledge and removes cultural diversity and aesthetics. The workshops aim to reintegrate the senses and allow natural sense-making.
3. Engaging with the world through activities awakens children's senses and allows them to make sense of the world on their own, like a curious child, remaining open without forcing answers.
Assignmetn
Creativity and the arts play an important role in child development as creativity is natural in children from a young age through play and using their imagination. However, in today's school system creativity and the arts are often suppressed by making students sit still and not engage in creative activities. Integrating the arts into the curriculum benefits children's learning and higher-order thinking skills. It is important that both parents and teachers support enhancing the role of creativity and the arts in the school system to help children develop their full potential.
The moral life of babies ny times
This document summarizes research showing that babies have an early sense of morality:
1) Studies found that toddlers will help or punish puppets based on whether they were "naughty" or "nice" in a puppet show.
2) Further experiments revealed that babies as young as 9 months old prefer characters that help over those that hinder, showing they distinguish between helpful and harmful actions.
3) Additional research suggests babies feel empathy and distress at others' pain, and will try to comfort those in distress, indicating compassion is innate from an early age.
The development of self through art a case for early art education.
Through early art education, children can better understand themselves and what they are capable of. Children's drawings reveal their mental structures and thought processes. Art plays a vital role in children's development by enhancing perception, aesthetics, and creativity. The goal is to produce individuals who are cultured with artistic skills, creative, innovative, and have high self-esteem.
Research proposal
1. Art is subjective and difficult to define, as each person has their own perspective and interpretation of beauty. Producing art requires both talent and ability, with talent being innate and ability being learned.
2. This study focuses on visual arts like painting, sculpture, and photography. Learning visual arts from a young age can help children develop skills like creativity, critical thinking, and appreciation for beauty.
3. The study aims to allow children freedom in art creation without restrictions from adults, while also nurturing an appreciation for art. This can help children's cognitive and physical development as well as confidence and social skills.
ARTS EDUCATION,
1. The artist interprets the world through their own perspective and convictions, proposing new ways of seeing and thinking. This is the main function of innovative art.
2. In arts education, children have the right to freedom of expression according to their own ideas and emotions, but this freedom also implies responsibility. The teacher's role is to facilitate creative expression while respecting each student's individuality.
3. True creativity comes from exploring the unknown and unconscious parts of the mind. Recreating what already exists is not the same as inventing something new through experimentation and discovery. Arts education values the strange and unfamiliar over the trivial and predictable.
JEAN PIAGET THEORY/COGNITIVE DEVELOPMENT
Jean Piaget's theory of cognitive development suggests that children move through four different stages of mental development. His theory focuses not only on understanding how children acquire knowledge, but also on understanding the nature of intelligence.
From play to knowledge By Lucy Atkinson.pdf
This article relates my experiences using playful child-centred research techniques whilst
undertaking research with Congolese refugee children in Zambia. Such techniques generate
rich and varied information, and often in unexpected ways. They also create a format whereby
the researcher and the children can interact and form relationships outside the usual social
relationships of adult and child, researcher and informant. Given play’s classification as
enjoyable, social and educational, play as an aspect of fieldwork can be involved in a range of
different ways of gathering and presenting anthropological knowledge. Through play we build
different kinds of relationships, experience different kinds of interaction and therefore gather
different kinds of information. Play in fieldwork therefore leads to different kinds of
knowledge, but it also leads to knowledge presented in different forms—visual, embodied
performative and experiential. Given the prioritisation of written forms in academia, the way
in which these forms of representation can be used in the presentation of knowledge is not
straightforward. The challenge to anthropology is how these different forms of knowledge are
valued and translated.
Design Process: Bug heads
The document describes the design process for a toy called "Bug Heads". It involved research on children's play, workshops to explore ideas, and multiple iterations of prototyping. The goal was to create a toy that teaches children about insect anatomy and environments in a fun way. Early prototypes using materials like paper and metal got children curious but were not wearable. Later prototypes added softer, flexible materials and more details inspired by insect features. User testing provided feedback on interactions and how well it conveyed its educational aims. Areas for improvement include more strongly representing natural environments and traditions to further engage children in learning.
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Creativit ysave only
Creative people have certain cognitive tendencies that allow them to be more creative. They use more of their mental resources to generate more raw material for new ideas. They also have less intellectual regulation that filters out unconventional ideas. As a result, creative people are able to generate more spontaneous and unusual ideas. However, creativity manifests itself in many different personality types and behaviors.
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This document provides details for three craft activities for young children focused on insects. Activity 1 involves creating "Egg Carton Caterpillars" using egg cartons, paint, pipe cleaners and googly eyes. Activity 2 is making "Coffee Filter Butterflies" with coffee filters, watercolors, pipe cleaners and googly eyes. The third activity has children make "Paper Plate Lady Bugs" by painting paper plates red and black and adding pipe cleaners and googly eyes. The activities aim to help children develop creativity, fine motor skills, learn about insect diversity, and spark curiosity about different cultures. Children are encouraged to customize their insects using different materials and colors.
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This document discusses how objects can help support older adults with dementia tell stories about their lives. It explores projects by Stanislaw Przybylski, an animator in Sweden, and Age Exchange Theatre Trust, an arts charity in London. The projects used objects to prompt life stories in residential care settings. Personal collections of objects can form an "autotopography" and narrative of one's life, but this is difficult for those with dementia living in care. The document questions whose story is being told and how objects from a person's past relate to their current sense of self with dementia.
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This document summarizes Courtney Oates' learning portfolio for the course Foundations of Curriculum. It discusses key topics around play and curriculum, including what play is, the importance of play, characteristics of play, influences on play and learning, the process of play, and how the environment contributes to play and learning. It also defines curriculum and discusses how Courtney's understanding of curriculum has changed through her experience in her placement at Conestoga.
Children and the arts
This document summarizes several art projects done with children in early childhood classrooms. It discusses how the projects incorporated different areas of learning, allowed children to express themselves, and emerged from the children's interests. The projects included illustrating stories, creating a collaborative bicycle out of junk parts, making landscape drawings of the Canadian North, developing shadow puppet plays of northern animals, and designing individual inuksuit sculptures. The document emphasizes giving children ample opportunities to be creative through art and responding to their ideas and questions.
Vol. 42, No. 4, October 2012 285Scripts in the Sand Sandp.docx
Vol. 42, No. 4, October 2012 285
Scripts in the Sand: Sandplay in
Transactional Analysis Psychotherapy with Children
Cinzia Chiesa
A bstract
This article discusses sandplay as a thera-
peutic tool in clinical w ork w ith children.
The origins of san dplay are described and
its possible use w ithin the theoretical and
methodological approach of transactional
analysis are described. Several clinical ex-
amples illustrate how sandplay can be used
w ithin the child-therapist relationship to
highlight certain aspects of script and its
transformation.
______
Figure 1
Figures in the Sand
(Used with the permission of Kal Khogali)
The Birth of Sandplay
D escribing the origins of sandplay in child
psychology means talking about two women:
M argaret Lowenfeld, an English pediatrician
who conceived the idea, and Dora Kalff, a
Swiss psychotherapist and pupil of Jung who
promoted its dissemination.
W e owe the idea of using sand as a therapeu-
tic tool to the pioneering and visionary work of
M argaret Lowenfeld. In 1928 she founded a
psychology clinic for children in London that,
in a few years, became a meeting place for
psychotherapists from all over the world. She
dedicated herself to researching tools for under-
standing those fantasies and experiences of chil-
dren that cannot be expressed with words.
In contrast to the prevailing interpretational
approach in the psychoanalytic world at that
time, Lowenfeld understood play as a natural
function of the child’s being and connected play
with emotional development in children. She
recounted, in a piece published for the first
time 6 years after her death, the birth of her ap-
proach in the use of play in therapy with children:
M y own approach to the use of a toy appa-
ratus with children derives from a memory
of H. G. W ells’ F loor Games (1911), the
first edition of which had made a deep im-
pression upon my youth. W hen, therefore,
I came from orthodox pediatrics to the as-
sociated study of emotional co nditions in
childhood, I began to put this memory to
use. I collected first a miscellaneous mass
of material, colored sticks and shapes,
beads, small toys of all sorts, paper shapes
and match boxes, and kep t them in what
came to be known by my children as the
“W onder B ox.” (Lowenfeld, 1979, p. 3)
T he next step was the construction of two
metal sandboxes in which children could play
with dry or wet sand and place objects in the
“magic box.” T hus was born the method that
Lowenfeld studied and deepened for the rest of
her life: the world technique. Here is how Lowen-
feld (1979) described it:
T here is a gap between a child’s world and
that of the adults of his environment, and
thus a lack of mutual understanding. . . .
Further, . . . many things are more easily
“said” in pictures and actions than in
CINZIA CHIESA
286 Transactional Analysis Journal
words. It is explained to the child that this
is a natural way of “thinking” ...
Piaget theory of cognitive development
Piaget's theory of cognitive development proposes that children progress through four stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. At each stage, children interact with their environment to construct an understanding of the world. The processes of assimilation, accommodation, and adaptation allow children to incorporate new experiences into existing mental structures and modify those structures based on new information. Piaget's theory emphasizes active learning through discovery and exploration appropriate to a child's developmental level.
Theories of art development
The document summarizes several theories of art development in early childhood education, including psychoanalytic theory, perceptual theory, and perceptual delineation theory. Psychoanalytic theory proposes that children's art reflects their emotions and can be interpreted to give insight into their personality. Perceptual theory suggests that children draw what they see by translating 3D objects into 2D drawings. Perceptual delineation theory argues that multiple factors influence children's drawings, including their psychological environment, information processing abilities, and skill with art materials.
Proposal chapter 1
This document discusses children's artwork development and the role of doodling. It begins by explaining that children naturally enjoy art and use it to express themselves. Artwork reflects children's thinking and imagination. The document then outlines Viktor Lowenfeld's six stages of children's drawing development from ages 2 to 17. It emphasizes that children's scribbling should not be discouraged but rather guided properly. The study aims to nurture children's creative freedom through doodling appropriately. It hypothesizes that doodling attracts children to learning and creates when not restricted.
Benefits of Art and Craft Workshops in Child Development.pptx
Art and craft workshops provide numerous benefits for child development including:
- Strengthening bonds between children and caregivers by spending quality time together on art projects.
- Developing cognitive skills like creativity, imagination, and problem solving abilities.
- Improving self-esteem and self-expression as children learn to communicate emotions through art.
- Fostering social skills like cooperation, teamwork, and socialization by working on projects together.
Piaget's theory of cognitive development
1. Jean Piaget developed four stages of cognitive development based on his observations of children: the sensorimotor stage from birth to age 2, the preoperational stage from ages 2 to 7, the concrete operational stage from ages 7 to 11, and the formal operational stage from ages 11 to adulthood.
2. Each stage is characterized by different types of thinking. In the sensorimotor stage, infants think through manipulating objects. In the preoperational stage, children use symbols and engage in pretend play. In the concrete operational stage, thinking becomes more logical but is limited to concrete concepts. In the formal operational stage, abstract and hypothetical thinking emerges.
3. Piaget's theory emphasizes that
1 piaget's theary of cognitive development
1. Jean Piaget developed four stages of cognitive development based on his observations of children: the sensorimotor stage from birth to age 2, the preoperational stage from ages 2 to 7, the concrete operational stage from ages 7 to 11, and the formal operational stage from ages 11 to adulthood.
2. Each stage is characterized by different types of thinking. In the sensorimotor stage, infants think through manipulating objects using their senses. In the preoperational stage, children use symbols and engage in pretend play. During the concrete operational stage, thinking becomes more logical and focused. In the formal operational stage, abstract thinking develops.
3. Piaget's theory emphasizes that children are active
Why art is important in early childhood | Abrakadoodle
Preschool Art at home is an outlet for imagination, thoughts, and ideas. And a visual arts program for preschoolers introduced early in life.
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The development of self through art a case for early art education.
Through early art education, children can better understand themselves and what they are capable of. Children's drawings reveal their mental structures and thought processes. Art plays a vital role in children's development by enhancing perception, aesthetics, and creativity. The goal is to produce individuals who are cultured with artistic skills, creative, innovative, and have high self-esteem.
Research proposal
1. Art is subjective and difficult to define, as each person has their own perspective and interpretation of beauty. Producing art requires both talent and ability, with talent being innate and ability being learned.
2. This study focuses on visual arts like painting, sculpture, and photography. Learning visual arts from a young age can help children develop skills like creativity, critical thinking, and appreciation for beauty.
3. The study aims to allow children freedom in art creation without restrictions from adults, while also nurturing an appreciation for art. This can help children's cognitive and physical development as well as confidence and social skills.
ARTS EDUCATION,
1. The artist interprets the world through their own perspective and convictions, proposing new ways of seeing and thinking. This is the main function of innovative art.
2. In arts education, children have the right to freedom of expression according to their own ideas and emotions, but this freedom also implies responsibility. The teacher's role is to facilitate creative expression while respecting each student's individuality.
3. True creativity comes from exploring the unknown and unconscious parts of the mind. Recreating what already exists is not the same as inventing something new through experimentation and discovery. Arts education values the strange and unfamiliar over the trivial and predictable.
JEAN PIAGET THEORY/COGNITIVE DEVELOPMENT
Jean Piaget's theory of cognitive development suggests that children move through four different stages of mental development. His theory focuses not only on understanding how children acquire knowledge, but also on understanding the nature of intelligence.
From play to knowledge By Lucy Atkinson.pdf
This article relates my experiences using playful child-centred research techniques whilst
undertaking research with Congolese refugee children in Zambia. Such techniques generate
rich and varied information, and often in unexpected ways. They also create a format whereby
the researcher and the children can interact and form relationships outside the usual social
relationships of adult and child, researcher and informant. Given play’s classification as
enjoyable, social and educational, play as an aspect of fieldwork can be involved in a range of
different ways of gathering and presenting anthropological knowledge. Through play we build
different kinds of relationships, experience different kinds of interaction and therefore gather
different kinds of information. Play in fieldwork therefore leads to different kinds of
knowledge, but it also leads to knowledge presented in different forms—visual, embodied
performative and experiential. Given the prioritisation of written forms in academia, the way
in which these forms of representation can be used in the presentation of knowledge is not
straightforward. The challenge to anthropology is how these different forms of knowledge are
valued and translated.
Design Process: Bug heads
The document describes the design process for a toy called "Bug Heads". It involved research on children's play, workshops to explore ideas, and multiple iterations of prototyping. The goal was to create a toy that teaches children about insect anatomy and environments in a fun way. Early prototypes using materials like paper and metal got children curious but were not wearable. Later prototypes added softer, flexible materials and more details inspired by insect features. User testing provided feedback on interactions and how well it conveyed its educational aims. Areas for improvement include more strongly representing natural environments and traditions to further engage children in learning.
Material culture
The document summarizes Daniel Miller's work on material culture and consumerism. Miller argues that people form close relationships with both other people and objects. His research examines how people develop relationships through shopping and dealing with separation and loss by retaining or divesting objects. The summary provides an overview of Miller's theoretical perspective on material culture.
Creativit ysave only
Creative people have certain cognitive tendencies that allow them to be more creative. They use more of their mental resources to generate more raw material for new ideas. They also have less intellectual regulation that filters out unconventional ideas. As a result, creative people are able to generate more spontaneous and unusual ideas. However, creativity manifests itself in many different personality types and behaviors.
Creative Childrens Activities 1
This document provides details for three craft activities for young children focused on insects. Activity 1 involves creating "Egg Carton Caterpillars" using egg cartons, paint, pipe cleaners and googly eyes. Activity 2 is making "Coffee Filter Butterflies" with coffee filters, watercolors, pipe cleaners and googly eyes. The third activity has children make "Paper Plate Lady Bugs" by painting paper plates red and black and adding pipe cleaners and googly eyes. The activities aim to help children develop creativity, fine motor skills, learn about insect diversity, and spark curiosity about different cultures. Children are encouraged to customize their insects using different materials and colors.
The role of objects in Dementia
This document discusses how objects can help support older adults with dementia tell stories about their lives. It explores projects by Stanislaw Przybylski, an animator in Sweden, and Age Exchange Theatre Trust, an arts charity in London. The projects used objects to prompt life stories in residential care settings. Personal collections of objects can form an "autotopography" and narrative of one's life, but this is difficult for those with dementia living in care. The document questions whose story is being told and how objects from a person's past relate to their current sense of self with dementia.
Presentation1 learning portfolio
This document summarizes Courtney Oates' learning portfolio for the course Foundations of Curriculum. It discusses key topics around play and curriculum, including what play is, the importance of play, characteristics of play, influences on play and learning, the process of play, and how the environment contributes to play and learning. It also defines curriculum and discusses how Courtney's understanding of curriculum has changed through her experience in her placement at Conestoga.
Children and the arts
This document summarizes several art projects done with children in early childhood classrooms. It discusses how the projects incorporated different areas of learning, allowed children to express themselves, and emerged from the children's interests. The projects included illustrating stories, creating a collaborative bicycle out of junk parts, making landscape drawings of the Canadian North, developing shadow puppet plays of northern animals, and designing individual inuksuit sculptures. The document emphasizes giving children ample opportunities to be creative through art and responding to their ideas and questions.
Vol. 42, No. 4, October 2012 285Scripts in the Sand Sandp.docx
Vol. 42, No. 4, October 2012 285
Scripts in the Sand: Sandplay in
Transactional Analysis Psychotherapy with Children
Cinzia Chiesa
A bstract
This article discusses sandplay as a thera-
peutic tool in clinical w ork w ith children.
The origins of san dplay are described and
its possible use w ithin the theoretical and
methodological approach of transactional
analysis are described. Several clinical ex-
amples illustrate how sandplay can be used
w ithin the child-therapist relationship to
highlight certain aspects of script and its
transformation.
______
Figure 1
Figures in the Sand
(Used with the permission of Kal Khogali)
The Birth of Sandplay
D escribing the origins of sandplay in child
psychology means talking about two women:
M argaret Lowenfeld, an English pediatrician
who conceived the idea, and Dora Kalff, a
Swiss psychotherapist and pupil of Jung who
promoted its dissemination.
W e owe the idea of using sand as a therapeu-
tic tool to the pioneering and visionary work of
M argaret Lowenfeld. In 1928 she founded a
psychology clinic for children in London that,
in a few years, became a meeting place for
psychotherapists from all over the world. She
dedicated herself to researching tools for under-
standing those fantasies and experiences of chil-
dren that cannot be expressed with words.
In contrast to the prevailing interpretational
approach in the psychoanalytic world at that
time, Lowenfeld understood play as a natural
function of the child’s being and connected play
with emotional development in children. She
recounted, in a piece published for the first
time 6 years after her death, the birth of her ap-
proach in the use of play in therapy with children:
M y own approach to the use of a toy appa-
ratus with children derives from a memory
of H. G. W ells’ F loor Games (1911), the
first edition of which had made a deep im-
pression upon my youth. W hen, therefore,
I came from orthodox pediatrics to the as-
sociated study of emotional co nditions in
childhood, I began to put this memory to
use. I collected first a miscellaneous mass
of material, colored sticks and shapes,
beads, small toys of all sorts, paper shapes
and match boxes, and kep t them in what
came to be known by my children as the
“W onder B ox.” (Lowenfeld, 1979, p. 3)
T he next step was the construction of two
metal sandboxes in which children could play
with dry or wet sand and place objects in the
“magic box.” T hus was born the method that
Lowenfeld studied and deepened for the rest of
her life: the world technique. Here is how Lowen-
feld (1979) described it:
T here is a gap between a child’s world and
that of the adults of his environment, and
thus a lack of mutual understanding. . . .
Further, . . . many things are more easily
“said” in pictures and actions than in
CINZIA CHIESA
286 Transactional Analysis Journal
words. It is explained to the child that this
is a natural way of “thinking” ...
Piaget theory of cognitive development
Piaget's theory of cognitive development proposes that children progress through four stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. At each stage, children interact with their environment to construct an understanding of the world. The processes of assimilation, accommodation, and adaptation allow children to incorporate new experiences into existing mental structures and modify those structures based on new information. Piaget's theory emphasizes active learning through discovery and exploration appropriate to a child's developmental level.
Theories of art development
The document summarizes several theories of art development in early childhood education, including psychoanalytic theory, perceptual theory, and perceptual delineation theory. Psychoanalytic theory proposes that children's art reflects their emotions and can be interpreted to give insight into their personality. Perceptual theory suggests that children draw what they see by translating 3D objects into 2D drawings. Perceptual delineation theory argues that multiple factors influence children's drawings, including their psychological environment, information processing abilities, and skill with art materials.
Proposal chapter 1
This document discusses children's artwork development and the role of doodling. It begins by explaining that children naturally enjoy art and use it to express themselves. Artwork reflects children's thinking and imagination. The document then outlines Viktor Lowenfeld's six stages of children's drawing development from ages 2 to 17. It emphasizes that children's scribbling should not be discouraged but rather guided properly. The study aims to nurture children's creative freedom through doodling appropriately. It hypothesizes that doodling attracts children to learning and creates when not restricted.
Benefits of Art and Craft Workshops in Child Development.pptx
Art and craft workshops provide numerous benefits for child development including:
- Strengthening bonds between children and caregivers by spending quality time together on art projects.
- Developing cognitive skills like creativity, imagination, and problem solving abilities.
- Improving self-esteem and self-expression as children learn to communicate emotions through art.
- Fostering social skills like cooperation, teamwork, and socialization by working on projects together.
Piaget's theory of cognitive development
1. Jean Piaget developed four stages of cognitive development based on his observations of children: the sensorimotor stage from birth to age 2, the preoperational stage from ages 2 to 7, the concrete operational stage from ages 7 to 11, and the formal operational stage from ages 11 to adulthood.
2. Each stage is characterized by different types of thinking. In the sensorimotor stage, infants think through manipulating objects. In the preoperational stage, children use symbols and engage in pretend play. In the concrete operational stage, thinking becomes more logical but is limited to concrete concepts. In the formal operational stage, abstract and hypothetical thinking emerges.
3. Piaget's theory emphasizes that
1 piaget's theary of cognitive development
1. Jean Piaget developed four stages of cognitive development based on his observations of children: the sensorimotor stage from birth to age 2, the preoperational stage from ages 2 to 7, the concrete operational stage from ages 7 to 11, and the formal operational stage from ages 11 to adulthood.
2. Each stage is characterized by different types of thinking. In the sensorimotor stage, infants think through manipulating objects using their senses. In the preoperational stage, children use symbols and engage in pretend play. During the concrete operational stage, thinking becomes more logical and focused. In the formal operational stage, abstract thinking develops.
3. Piaget's theory emphasizes that children are active
Why art is important in early childhood | Abrakadoodle
Preschool Art at home is an outlet for imagination, thoughts, and ideas. And a visual arts program for preschoolers introduced early in life.
Similar to GARCIAPRESENTATION (20)
The development of self through art a case for early art education.
The development of self through art a case for early art education.
Vol. 42, No. 4, October 2012 285Scripts in the Sand Sandp.docx
Vol. 42, No. 4, October 2012 285Scripts in the Sand Sandp.docx
Benefits of Art and Craft Workshops in Child Development.pptx
Benefits of Art and Craft Workshops in Child Development.pptx
Why art is important in early childhood | Abrakadoodle
Why art is important in early childhood | Abrakadoodle
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110509 sbrown poster1
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Bio feedback3
Biofeedback is a process where instruments are used to provide information about physiological functions like brainwaves, muscle tone, and heart rate with the goal of learning to manipulate these functions at will. Different types of biofeedback measure things like muscle tension, skin temperature, sweat gland activity, and heart rate variability. Heart rate is the number of heartbeats per minute and can be used to diagnose medical conditions or for athletes to monitor training efficiency.
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Shan liu presentation
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GARCIAPRESENTATION
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Leonardo DiCaprio House: Malibu Beachfront Retreat
A Prime Location
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Early Life and Backgrounds
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The Origins of the Dwayne Johnson Kidnapping Saga
Dwayne Johnson: A Brief Background
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The Moment of Capture
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本公司拥有海外各大学样板无数，能完美还原。
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留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
The Enigmatic Portrait, In the heart of a sleepy town
In the heart of a sleepy town nestled between rolling hills and whispering pines …
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GARCIAPRESENTATION
- 1. Paulina Garcia MFA Fine Arts “ broken babies” 5/05/2011 Hybrid Worlds - DT - Prof. Victoria Vesna
- 2. My project consists in a translation and de-contextualization of scientific studies of embryological diseases and disorders in fetuses and infants. This consist on the study of the embryology book “L a ngman’s Medical Embriology”, and a further selection of images and representations of babies, embryos and fetuses, that will then taken to the field of sculpture, specifically, to sculptures made of toys. Those sculptures, deal with the manipulation, dismemberment and processing of toys that represent infants, with the aim to illustrate the disorder or disease in the object. This practice is made through the inclusion and use of different materials, such as clay, play-doh, among others, as well as the work and process of the rubber of the toy. This is for now a long-term project that intents at the end to include all the photographs illustrated in the book, as well as the information that is relevant to the image. These (images of the toys and information) will be presented in the form of an artist book, which intends to be interactive, for that the book will include sampling of the toys as well. ABSTRACT
- 3. The subject matter of this work is based on the idea or notion of the grotesque. The images of malformed infants, somehow presents a grim picture, and the study of these implications from a scientific side, show the need to understand the non-normality and monstrosity (as it is called in medicine the incompatible with life), on another words, the need to understand the otherness. From an artistic side, the manipulation of toys and representation of the grotesque, relates to the notion of transforming the familiar into the unknown, or in other words, in the sinister or uncanny. The sinister is explained as the process in which the familiar becomes strange, and thus, this concept is reflected in the transformation of the toys in unexpected ways. The toys usually represent adulthood, in a simplified manner as the details are summarized, generally to a character or appearance should be (or pretend) to be attractive to children. So the manipulation of the toys embodies the uncanny. CONCEPT / TOPIC
- 4. My interest in this project starts on my subject matter in my artistic practice. Usually, my work begins with the collection of objects, mostly toys or objects that are intended to be used by children. In a more intuitive way, my relationship with the objects is one of necessity, a build up desire on owning them. Mainly because owning them implies the possibility of bringing them to my studio and of explore them. The toys that I bring in to my workspace frequently capture my attention and sensibility, some of them because of their bizarre nature, some of them because they don’t seem to be for the use of children and some of them because of the way they represents the world. There is were my interest in the miniature exist; the way how they represent the adult world without hierarchies between animals and humans is something that I find fascinating, also in the same way I wonder what the reasoning behind the creation of toys is and my need for appropriation. On another hand my interest in science has been present in my work, but the particular interest in diseases started through this class, after seeing works such as Kathy High’s practice. In that way, I see this project as an opportunity to combine both interests, and thinking how toys can be part of a practical and scientific practice. CONTEXT & PRECEDENCE
- 7. IMAGE PROJECT PROPOSAL (3)
- 8. For now, I started the testing on the toys. The manipulation of the material is extremely important, so I’ve been able to do around ten images. My goal is to complete this project during the summer break and the fall semester. The main piece is going to be an artist book, that is going to have samplings of the toys that way the audience can interact and play with the babies. I see this becoming an art piece, and the beginning of the merge between science and art in my practice. CONCLUSION