{"id":4004,"date":"2020-08-17T17:21:49","date_gmt":"2020-08-17T21:21:49","guid":{"rendered":"https:\/\/earlychildhoodny.org\/blog\/?p=4004"},"modified":"2020-08-24T10:35:10","modified_gmt":"2020-08-24T14:35:10","slug":"arts-and-the-revised-new-york-state-early-learning-guidelines","status":"publish","type":"post","link":"https:\/\/earlychildhoodny.org\/blog\/arts-and-the-revised-new-york-state-early-learning-guidelines\/","title":{"rendered":"Arts and the Revised New York State Early Learning Guidelines"},"content":{"rendered":"\n

All children are artists. The problem is how to remain an artist once he grows up<\/em>. – Pablo Picasso <\/p>\n\n\n\n

From an early age, children engage with the world as artists, composing arrangements of objects, lines, colors, words, sounds, movements, and gestures. Children use art all the time, to represent their ideas about beauty, science, math, history, and relationships. Art-making is an important component of social-emotional development, giving children ways to express and understand their feelings. Children\u2019s engagement in art is intense and concentrated, and their creations are often startlingly poetic. <\/p>\n\n\n\n

Within a play-based learning environment, children access all the arts, continuously, to represent their thinking in increasingly precise, varied, and complex ways. Each child develops unique forms of expression that reflect their own disposition, interests, and abilities. The educator\u2019s role is to provide children with a variety of interesting materials and time to explore them. For these reasons, dance, music, theater,and visual and media arts do not each have their own domain within the Early Learning Guidelines but are incorporated throughout all of the sub-domains. <\/p>\n\n\n\n

The Early Learning Guidelines<\/a> include descriptions of the processes by which children engage in art. These include:\u00a0<\/p>\n\n\n\n