Overview

Common challenges and practical solutions for practicing open-ended art in early childhood classrooms. Open-ended art is defined as art activity where children are free to use their imagination as they explore a variety of materials without a planned outcome. When teachers embrace open-ended art, they emphasize the process of creating and observe the developmental growth being experienced by the children. Open-ended art provides children an important opportunity to think about, feel, and express ideas. It allows teachers to slow down the pace of the day and appreciate the beauty that comes from simple experimentation with art materials. There are many books available to educators that include art ideas and projects, but Open-Ended Art for Young Children goes beyond the basics to highlight why the field of early childhood education advocates for open-ended art and explains how to adapt to new ways of thinking about art. Authors Dr. Tracy Galuski and Dr. Mary Ellen Bardsley present, chapter by chapter, the challenges teachers encounter when faced with best practices and expectations related art process and product. Each chapter begins with a classroom vignette that describes the challenge, followed by a plethora of solutions grounded in research and illustrated through practical examples. Each chapter includes full-color pictures and photos and ends with an activity or investigation for reflection.

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9781605545981

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Reviews

Open-Ended Art for Young Children goes beyond the basics to highlight why the field of early childhood education advocates for open-ended art and explains how to adapt to new ways of thinking about art . . . unreservedly recommended for school district, college, and university library Teacher Education instructional reference collections. --The Midwest Book Review It's vital that young children be given the freedom to express their creativity through open-ended art experiences. Open-Ended Art for Young Children highlights the theory behind open-ended art practices, potential challenges educators may face, and practical strategies for incorporating these practices in classrooms. I highly recommend it! --Deborah McCoy, MS Ed, assistant vice president for education, The Strong National Museum of Play Drs Galuski and Bardsley explain from every angle what early childhood educators really mean by the concept of open-ended art. I love how they invite teachers to reflect on how they feel or what they think about open-ended art. I will definitely want to give it as required reading for my undergraduate and graduate students in their courses of early childhood education. --Tamar Jacobson, PhD, author of Everyone Needs Attention, professor, Rider University, NJ

Author Information

Dr. Tracy Galuski has worked in the field of early childhood education for many years. Serving initially as a toddler teacher, she moved into different roles such as preschool teacher, child care program administrator, training specialist with both the Child Care Resource Network and Success by 6 at the United Way, and finally as a college professor at SUNY Empire State College. Dr. Galuski served for many years on the board for Association for the Education of Young Children of Western New York, the New York State Association for the Education of Young Children, and Directors and Leaders in Western New York. She was awarded the Level 3 Early Learner Training Credential in 2010, and she continues to offer training on a wide variety of topics in the local community. Dr. Mary Ellen Bardsley, an associate professor at Niagara University, has been involved in early childhood education for over fifteen years. Dr. Bardsley holds a doctoral and master’s degree from the University of Buffalo and bachelor’s degrees from Cornell University and Medaille College. She initially served as a Head Start teacher in Buffalo, New York. Through her position with Head Start she became involved in the local early childhood community serving in various roles for the board for the for Association for the Education of Young Children of Western New York, the New York State Association for the Education of Young Children, ACEI, and the New York State Association of Early Childhood Educators. She has the Level 3 Early Learner Training Credential (New York State).

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