Art and education in early childhood in times of confinement: a case study

Article Sidebar

PDF (Español (España))
Published: Dec 9, 2021
DOI: https://doi.org/10.17060/ijodaep.2021.n2.v1.2160
Keywords:
Art education early childhood play emotional benefits mental health confinement

Main Article Content

Lorena López Méndez
Universidad Complutense de Madrid Departamento Educación Artística, Plástica y Visual

Abstract

This research presents an intervention project through artistic education in early childhood, focused on a case study implemented during the state of alarm and confinement in Spain, in the months of March to May 2020, caused by the coronavirus pandemic. In this study we identify emotional alterations, behaviors and psychological symptoms that a minor has suffered as a result of confinement. Likewise, the positive effects generated through the design and implementation of a series of creative processes focused on painting, modeling (salt dough, plasticine and clay) and individual pieces as artistic tools. The results confirm that the development of these processes significantly mitigates symptoms such as the
child’s excessive attachment to adults, anxiety about not being able to relate to their peers or going abroad due to social isolation. In conclusion, and although our sample is small, the results show us how Art Education implemented in an informal context such as the home, has contributed and influenced not only mental health, but also the attitude, well-being and sociability of the minor with her parents and vice versa. Therefore, education and art, given the positive evidence found, reinforces the hypothesis that art and culture should occupy a significant place in society, beyond the space delimited in the curricular contents of the study plans.

Downloads

Download data is not yet available.

Article Details

How to Cite
López Méndez, L. (2021). Art and education in early childhood in times of confinement: a case study. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 1(2), 89–98. https://doi.org/10.17060/ijodaep.2021.n2.v1.2160
Issue
Vol. 1 No. 2 (2021): LEARNING IN A POSITIVE MOOD: OVERCOMING COVID
Section
Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Authors who publish with this journal agree to the following terms:
 
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to copy and redistribute the material in any medium or format under the following terms:

 

Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

NonCommercial — You may not use the material for commercial purposes.

NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.

 
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
 
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
 
The authors are responsible to obtain the appropriate permissions to reproduce material (text, images or graphics) from other publications and to quote their origin correctly.
 

References

Aguilera, M. J. (1987). Investigación cualitativa: Características, métodos y problemáticas: su repercusión sobre la investigación en educación especial [documento coordinado por el Dpto. de Formación del Profesorado e Investigación de CNREE]. Madrid: Centro Nacional de recursos para la Educación Especial.

Alexander, C. (1980). Un Modo Intemporal de Construir. Barcelona: Gustavo Gili.

Antúnez, N. López, L. (2011).“Camalletes” de cine. Arte, Individuo y Sociedad, 23, Núm. Especial, 99-108.

Banks, M. (2010). Los datos visuales en investigación cualitativa. Madrid: Morata.

Belver, M y Ullán, A.M. (2007). La creatividad a través del juego. Salamanca: Amarú ediciones.

Caeiro, M. (2020). Aprender en familia. (pp. 74-87). En Marín,R. Roldán, J y Caeiro, M, Aprendiendo a enseñar Artes Visuales. Un enfoque A/R/Tográfico. Valencia:Tirant humanidades.

Cruz, O., Mejías, M. y Machado, Y. (2014).Caracterización emocional de niños escolares hospitalizados con enfermedades crónicas, Revista Cubana de Pediatría, 86(4), 462-469.

Dewey, J. (2008 [1934]). El arte como experiencia. Barcelona: Paidós.

Freire-Pérez, E. (2021). Infancia y Confinamiento. Prácticas Espaciales de Resistencia. Arte, Individuo y Sociedad 33(2), 553-570.

González Menéndez, A. (2016). Expresión plástica y visual: un espacio didáctico de aprendizaje activo. En Andueza, A. Barbero, A.M. Caeiro, M. Da Silva, A. García. J. González, A. Muñiz, A y Torres, A. Didáctica de las artes plásticas y visuales.Logroño: Unir Editorial.

Gubbins, V. & Berger, C. (2004). Pensar el desarrollo familiar. Una perspectiva transdisciplinaria. Centro de Estudios de la familia. Universidad Alberto Hurtado. Santiago:Escuela de Psicología.

Jakes,S. S., & Debord, K. (2010). The interface of family, school, and community factors for the positive development of children and youth. Journal of Prevention & Intervention in the Community. 38(3), 177-82.

Martínez Carazo, P.C. (2006). El método deestudio decaso:estrategia metodológica delainvestigación científica. Pensamiento & gestión (20), 165-193.

Mesías Lema, J. M. (2019). Educación artística sensible. Cartografía contemporánea para arteducadores. Barcelona: Graó.

Moreno, C. Abad, J. López, L. (2011). Talleres de arte de reciclaje con materiales hospitalarios. Arte, Individuo y Sociedad, Vol. 23, Núm. Especial, 135- 152.

Nicholson, S. (1971). The theory of loose parts, an important principle for design methodology. Landscape Architecture nº 62. Washington. Recuperado 9 de mayo de 2021 desde https://ojs.lboro.ac.uk/SDEC/article/view/1204

Ruiz Olabuénaga, J. L. (2007). Metodología de la investigación cualitativa. Bilbao: Universidad de Deusto.

Sánchez Morales, E. (2020). Papel de la educación en la primera infancia en una sociedad de cambio. International Journal of Developmental and Educational Psychology, INFAD Revista de Psicología, 2,255-262. ISSN: 0214-9877.

Siegel, D.J y Payne Bryson, T. (2018). El cerebro del niño, 12 estrategias revolucionarias para cultivar la mente en desarrollo de tu hijo. Barcelona: Alba.

Vela, P y Herrán, M. (2019). Piezas sueltas. El juego infinito de crear. Albuixech:Litera.

Ullán, A.M y Hernández-Belver, M. (2008). Cuando los pacientes son niños. Humanización y calidad en la hospitalización pediátrica. Madrid: Eneida.

Ullán, A.M.Belver, M,H.Badia, M.Moreno, C.Garrido, E.Gómez-Isla, J.Gonzaléz-Ingelmo, E .Delgado,J.Serrano,I.Herrero,C, Manzanera,P & Tejedor,L (2012).Contributions of an artistic educational program for older people with early dementia: An exploratory qualitative study. Dementia. 0(0). DOI:10.1177/1471301211430650.pp1-22.