<p>Section 3</p><p>This One’s for You!—Art: An Expression of the Development of Self</p><p>For some children drawing is their most eloquent way of expressing themselves, and for communicating with the rest of the world. If they cannot draw it, they cannot express it. </p><p>Vivian Paley (1984), the well known teacher and author, describes one such student in her book, Superheroes in the Doll Corner. Franklin is the only boy in her class whose first choice in free play is drawing. He is admired by the other children for his intricate cars and houses, and uses drawing as an entrée into the social culture of the classroom. </p><p>Drawing becomes a large part of his identity and an important part of himself. </p><p>This connection, this identity with art and drawing, takes place early in life. In the early stages of infancy, when the eye draws the virtual image, art is a collection of perceptions. The child can see, hear, taste, feel, and touch, but makes little conscious meaning of these experiences. Seeing the twirling motions of the mobile hung from the crib is part of the infant’s experience. When the infant begins to act on the world, grabbing and manipulating objects in it, art becomes external to the child and external to the self. The child now has a hand in making it.</p><p>The creation of the first figure about the age of three centers the child in the context of the world. The early figure, emerging from the scribbles, stares straight-away at the viewer. It is a reflection of the child staring out at a world that revolves around him or her. Ground lines, gender marking, and specific context in later drawings show the self as part of a larger, interconnected world. The self is increasingly defined in relation to others. Girls are different from boys; Jose is different from his father. Realism in </p><p>TOFY section 3a-1 drawings enables the child to differentiate figures in ever greater detail. Finally, the incorporation of themes connects the child to the power and importance of make believe. </p><p>This process of development does not happen without support. Experience in the environment with materials to create these images is crucial to a child’s development. </p><p>Teachers are a key element in this developmental process by providing the necessary experiences and materials required for young children to develop their full creative potential.</p><p>Have you played a positive role in a child’s development of self-expression through art? Explain your answer. How does the information in your text relate to the information in this section? What are appropriate materials for young children to use in the creation of their first figures? For their first drawings? What can you do to encourage children’s self-expression in art activities? Would you encourage older children differently than younger children? Explain your answer.</p><p>(Chicago: University of Chicago Press).</p><p>References</p><p>Paley, V. (1984). Superheroes in the doll corner. Chicago: University of Chicago Press.</p><p>This One’s for You—Children’s Social Development Checklist</p><p>The following checklist has been developed to assess a child’s social development. This checklist includes basic attributes of a child’s social behavior and preschool experiences. </p><p>TOFY section 3a-2 The best way to use this checklist is over a period of about 3–4 weeks. Any child can have one or two really bad days for a variety of reasons. If this checklist is to be reliable, you need to observe a child over a longer period of time rather than on one occasion.</p><p>Many of the attributes listed in this checklist indicate adequate social growth if they usually characterize the child. Complete the following items:</p><p>Age of Child:______</p><p>Number of times observed:______</p><p>Total length of observation:______</p><p>I. Individual Attributes</p><p>The child: YES NO</p><p>1. Is usually in a positive mood.</p><p>2. Is not excessively dependent on teacher, assistant, </p><p> or other adults.</p><p>3. Usually copes with rebuffs and reverses </p><p> adequately.</p><p>4. Usually comes to the program or setting </p><p> willingly.</p><p>5. Shows the capacity to empathize.</p><p>6. Has positive relationships with one or two peers; </p><p> shows capacity to really care about them, miss </p><p> them if absent, etc.</p><p>TOFY section 3a-3 7. Displays the capacity for humor.</p><p>8. Does not seem to be acutely or chronically lonely.</p><p>II. Social Skill Attributes</p><p>The child usually: YES NO</p><p>1. Approaches others positively.</p><p>2. Expresses wishes and preferences clearly; gives </p><p> reasons for actions and positions.</p><p>3. Asserts own rights and needs appropriately.</p><p>4. Is not easily intimated by bullies.</p><p>5. Expresses frustrations and anger effectively and </p><p> without harming others or property. </p><p>6. Gains access to ongoing groups at play and work.</p><p>7. Enters ongoing discussion on the subject.</p><p>8. Takes turns fairly easily.</p><p>9. Shows interest in others</p><p>10. Negotiates and compromises with others </p><p> appropriately.</p><p>11. Does not draw inappropriate attention to self.</p><p>12. Accepts and enjoys peers and adults of ethnic </p><p> groups other than his or her own.</p><p>13. Gains access to ongoing groups at play and work.</p><p>TOFY section 3a-4 14. Interacts non-verbally with other children with </p><p> smiles, waves, nods, etc.</p><p>III. Peer Relationship Attributes</p><p>1. Usually accepted versus neglected </p><p> or rejected by other children.</p><p>2. Sometimes invited by other </p><p> children to join them in play </p><p> friendship, and work.</p><p>TOFY section 3a-5</p>