幼教权威解读：这个儿童节，用艺术创造惊喜回忆！

艺术 – 释放我们内在的创造精神

想象一下，当和密友在一起时，是否能激发你彻底沉浸在音乐中手舞足蹈？这种拘束感从何而来？是什么原因让我们这些成年人感到尴尬，而孩子们却没有这种感觉？幼儿时期确实是充满欢乐的时期，在这个时期，适当的机会能够促进真正意义上的全人发展。

幼儿期的孩子会与成年人形成稳固的依赖关系，辅以充满安全感和信任感的环境，孩子们将能够筑牢成长和发展的基础，在自我学习和自我发现的道路上迈出一个又一个坚实的步伐。幼儿时期没有评判，没有尴尬拘束，有的只是“做自己”的机会。

The Arts – unleashing our inner creative spirit

Children in the early years have a sense of security that supports their expressive and creative sides. Within an appropriately crafted environment, coupled with the encouragement of inspiring adults children are able to explore the Arts in an uninhibited way that many adults would be uncomfortable with. 

As an adult, if we imagine ourselves at a team meeting or a parent gathering, would we feel secure enough within ourselves to move to music to express ourselves, convey our emotions and our ideas? Imagine being with a group of close friends, would that inspire you to lose yourself in music and movement? Where does the inhibition come from? What is the cause of the embarrassment we feel as adults that children don’t feel? The early years truly is a time of joyous moments, where opportunities can promote authentic holistic development.

Children in the early years form secure attachments with adults, and through the creation of an environment that provides a sense of safety and trust, they build a foundation from which to grow and develop, making steps forward on their journey of self-learning and self-discovery. There is no judgement, no embarrassment, only opportunities to be themselves.

外婆哼唱的某首歌，可能会让我们联想到她唱歌时正在做的一道菜，或是与她坐在厨房里，看着她准备家庭晚餐时所体验到的喜悦感，又或是联想到她当时穿的衣服、房间的温度、空间里弥漫的气味、场景里的家具和装饰品等等。与特殊时刻或悲伤失落时刻产生关联的音乐，无疑会引起强烈的情感反应。

我们都会用音乐来营造氛围和情绪，这是青少年和成年人日常生活的一部分——为每个场景准备一个对应的播放列表：提振心情的音乐、舒缓平静的音乐、适合休息的音乐、发人深省的音乐。当音乐响起，我们的身体会随之律动，翩翩起舞，呼吸会变得更加深长，脑海中会浮现出画面，也会专注于学习和工作。无论如何，我们所做的都不仅仅是聆听音乐。

我们都参观过博物馆和美术馆，在这些地方，我们只看不摸，但我们会欣赏我们所看到的东西，并利用我们的想象力围绕视觉要素创造故事。另外一些体验则更加沉浸式。如果你上过陶艺课，你就会体会到创作过程中所有感官的参与。

幼儿教育要倡导和促进的正是这一点——打造一系列的体验，让孩子有丰富的机会利用不同的艺术风格、技巧和传统去探索、表现、描述、改编和完善他们的创意作品。这就是小小艺术家们的世界！

A song that grandma sang may hold strong links to the food she cooked whilst singing and the sense of joy experienced whilst sitting in the kitchen with her, watching her prepare a family dinner, noting what she was wearing, the temperature of the room, what smells filled the space and what furniture, and ornaments complemented the scene. The music associated with a special occasion, or a time of sadness and loss will no doubt invoke a strong emotional response. 

And we all use music to create an ambience and mood – this is part of our everyday lives as teenagers and adults – a playlist for each situation we find ourselves in. Music to lift our mood, music for calm, music for rest, and music for reflection and contemplation. And whilst the music plays, we may move our bodies, we may dance, we may breathe more deeply, we may see pictures in our minds, or we may focus on study and work. Whatever we do, we do more than simply listen.

We will all have visited museums and galleries where we look and don’t touch, however we appreciate what we are viewing and use our imaginations to create stories around the visual. Other experiences are more immersive – if you have ever been to a pottery class, you will appreciate how all senses are involved in the creative process. 

This is what early years sets out to promote – a range of experiences which afford abundant opportunities to explore, represent, describe, adapt and refine creative work in response to different artistic styles, techniques and traditions. This is the world of an early years artist.