Lauren

1. CREATING AN EXCELLENT
PRESCHOOL ART
ENVIRONMENT
Lauren Molloy
Introduction to Early Childhood Education

2. During the preschool years, children are
developing their abilities to express what
they think about how they see the world,
and to tell others about these thoughts.
Individual expression must be encouraged.

3. MATERIALS

4. Materials that are flexible, and do not
have only one purpose encourage the
most creative expression.
Items should be varied in texture, color,
shape, and size
Coloring pages and adult
mandated art projects are not
appropriate.
Art should be provided for a minimum of
1 hour per day in an 8 hour day.
This breaks down to 15 minutes of art
time, minimally, per 2 hours.
Ideally children have access to the art
center or art materials for one third of the
center’s hours.
For example, in an 8 hour day, art should
be offered for 2.5 to 3 hours.

5. DRAWING MATERIALS
• Non-toxic crayons
• Non-toxic markers
• Writing pencils and colored pencils
• Chalk and chalkboard
• Different colored paper
• White paper

6. PAINT MATERIALS
• Finger paint station
• Watercolors
• 1-2 art easels
• Paint brushes in many different
sizes
• Large sheets of paper
• Smocks/aprons

7. 3D MATERIALS
• Play dough
• Clay
• Straws
• Cardboard tubes and boxes
• Pipe cleaners
• Colored foam
• Non-toxic glue

8. COLLAGE MATERIALS
• Colorful paper
• Tissue paper
• Scraps of brightly colored and
patterned wrapping paper
• Pre-cut paper shapes in a variety
of colors, shapes, and patterns
• Pre-cut pictures from magazines
(people, faces, animals, food etc)

9. TOOLS
• Safe scissors
• Staplers
• Hole punchers
• Tape dispensers
• Pom-poms
• Glue sticks
• Stamps

10. DIVERSITY
And Cultural
Accommodations

11. Diversity can be represented
in the art center by
providing materials for
children to draw or create
life-like depictions of
themselves and people
around them.
Boxes of supplies can be
labeled in English and in
Spanish or French, along
with a picture to associate
with the supplies that can be
found inside.

12. SKILLS AND ABILITIES

13. CHILDREN NEED THE OPPORTUNITY
TO CREATE ART IN THEIR OWN WAY
When the child can select whatever materials they would like and use them
however they would like to, this leads to individual expression, which leads
them to:
• Gain experiences with symbols which will be beneficial for early writing
• Develop the coordination and fine motor skills they will need for writing
• Learn about shapes, patterns, design, balance, and form
• Develop a sense of wonder and appreciation for the beauty of the world
• Feel successful and competent through their creations, which fosters good self-esteem

14. REMEMBER…
• The art center should be available for children to pick as their center activity every
day, as many times per day as they would like.
• Children should not be required to participate, and should have access to at least 2
other activities that they can do instead, should they choose.
• Allowing frequent opportunities throughout the day ensures that all children have
the chance to explore this center, and also allows enough time for a full and
satisfying experience.

15. TEACHER’S ROLE

16.  The teacher should direct little or none of the art activities, and instead allow the
child to express themselves freely.
 The teacher should not react negatively if a child picks a messy activity-- these
are usually the most fun for them.
 Especially when working with infants and toddlers, the teacher must closely
monitor them, and decide how to slowly introduce materials, as children become
ready.
How do you know when they are ready?
When materials interest and challenge the child, but do not frustrate them.

17.  To further enhance early literacy, the teacher can have the child tell them
about their completed artwork, which the teacher can write out as the child is
explaining, and later post under the child’s art like the descriptions in art
galleries.
 It is beneficial to display individual artwork throughout the classroom, on the
children’s level rather than at adult level. This enhances their feelings of self-
worth.
 Teachers need to teach children how to appropriately use art materials and
tools as they are introduced.

18. ACCOMMODATIONS
Infants and Toddlers

19. ALL ART MATERIALS USED WITH YOUNG CHILDREN OF ANY
AGE MUST BE NON-TOXIC, SAFE, AND APPROPRIATE,
ESPECIALLY WITH INFANTS AND TODDLERS
This means…
• NO glitter
• NO food items like rice,
peanuts, pasta, and dried
beans
• NO materials that smell or look
like food products
• NO beads or small pieces that
could be a choking hazard
• NO shaving cream, permanent
markers, acrylic and oil paint, or
styrofoam

20. YOUNGER TODDLERS: 12-23 months
• Art activities should be offered 3 times a week
• Large non-toxic crayons or large chalk and non-toxic
watercolor markers may be used
OLDER TODDLERS: 24-30 months
• Art center should be offered daily
• May introduce materials like non-toxic paints and
play doh

21. ACCOMMODATIONS
Special Needs

22. Finger Paint Sensations Kit
 Safe materials that you can add to
your favorite finger paint to give it
sensational appeal.
 Visually impaired or sensory
challenged students will find the
textures interesting and helpful.
 The 10 sensations are fine grit,
funny fibers, coarse grit, squishy,
soft, frictionless, dissolving, roly-
poly, stringy, goopy
Colorations® Metallic Paint
does not contain the following
common allergens:
 Does not contain Latex
 Does not contain Dairy & Casein
 Does not contain Egg
 Does not contain Gluten
 Does not contain Peanut & Tree Nut
 Does not contain Soy
Gel Spiral Pad
 Encourages visual tracking as the child pushes the
embedded plastic pieces through the gel filled
spiral mazes.
 Offers a unique tactile experience and enhances
finger strength and dexterity.
 Pre-filled, non-toxic gel.

23. MILESTONES
OF CHILD DEVELOPMENT

24. DOMAIN: FINE ARTS
Strand 4: Visual Arts:
D4. Experiment with a variety of art materials (e.g., paint, markers,
crayons, pencils, dough). (Page 118)
Strategies:
• Introducing child to a variety of art materials and simple art tools, allowing open-ended exploration
each day.
• Encouraging child to pinch, pull, squeeze, twist, pound, roll, fold, cut, pat, and model play dough.
• Viewing art materials as meaningful and providing a space for their use.
• Introducing child to a variety of art materials and allowing open-ended exploration.

25. DOMAIN: FINE ARTS
Strand 4: Visual Arts:
D7. Develop ability to plan, to work alone and with others, and to
demonstrate care and persistence in a variety of art projects. (Page
119)
Strategies:
• Planning enough time for child to be able to delve into an art project and be creative without much
interruption.
• Arranging for long-term art projects (e.g., mural, music, tile) with guest artists from child’s own and
other cultural backgrounds

26. DOMAIN: FINE ARTS
Strand 4: Visual Arts:
D9. Create drawings, paintings, models, and other art creations that
are more detailed, creative or realistic. (Page 119)
Strategies:
• Providing the child with various art materials (e.g., pipe cleaners, colored tape, scissors and glue).
• Encouraging use of the materials in a variety of ways (e.g., watercolors, collage materials, scissors, glue,
crayons) and introducing simple art techniques when appropriate (e.g., showing how to roll the clay
into a ball; how to dab the paintbrush to avoid paint dripping).

27. DOMAIN: PHYSICAL DEVELOPMENT
AND HEALTH
Strand 2: Fine Motor Development:
B9. Show beginning control of writing, drawing, and art tools. (Page
127)
Strategies:
• Engaging child in writing letters and stories for friends or family.
• Modeling writing, drawing, and the use of art tools, including pencils, markers, chalk, paint brushes, and
various types of technology.
• Modifying activities to ensure participation of child with special needs (e.g., attach rubber grips to
pencils and pens).

28. DOMAIN: PHYSICAL DEVELOPMENT
AND HEALTH
Strand 2: Fine Motor Development:
B11. Progress in abilities to use writing, drawing and art tools
including pencils, markers, chalk, paint brushes, and various types
of technology. (Page 127)
Strategies:
• Providing daily opportunities for child to use art supplies that support fine motor skills (e.g., clay,
crayons, chalk, pencils, scissors, glue, stickers).
• Demonstrating clear and consistent boundaries about harmful objects and situations (e.g., when using
a hammer).