Early Childhood Teachers\u27 Perceptions of Art Education in Taiwan

Currently in Taiwan, early childhood educators have been emphasizing the importance of children\u27s development of artistic abilities and creativity. The Preschool Activities and Curriculum Guidelines Working Edition issued by the Ministry of Education in Taiwan have been revised, and young children\u27s artistic development was included in 2012. Early childhood teachers\u27 were responsible for providing chidlren with developmentally appropriate art programs to promote their artistic development and learning. The primary purpose of the study was to describe and to understand how two Taiwanese early childhood education teachers\u27 perceptions of art influenced their teaching. Research indicated that teachers\u27 perceptions about education influence their teaching and studens\u27 learning experiences in the classroom. The study employed qualitative reserach methods, including semi-structured interviews, observations, field notes, teachers\u27 curriculum plans, teaching journals, photos of classrooms, and my own journal. Two female preschool teachers from two different schools with various educational backgrounds and teaching experiences were selected to participate in this study. Three themes emerged from the data analysis: integrated curriculum, learning environment, and collaboration. Results of the study indicated that both teachers\u27 perceived that art should be integrated into other curriculum areas. Although both teachers considered the developmentally appropriate classroom environment to be imprtant in inspiring children\u27s creativity and aesthetic awareness, one was more focused on creating a clean and warm classroom, and the other was concerned about displaying her students\u27 work everywhere in the classroom. They both recognized the importance of collaboration with others to improve their teaching of art. These teachers\u27 perceptions about teaching art mainly centered around providing integrated art activities and creating appropriate environements. To offer such activities and environments, both teachers collaborated with others. School culture also had a strong effect on how they taught art, and one teaacher had more support from her school, while the other has less. Taiwanese teachers need to be trained and to have support from both internal and external resources to teach students developmentally appropriate art