• Christine Marmé ThompsonEmail author
  • Christopher Mark Schulte
Part of the Landscapes: the Arts, Aesthetics, and Education book series (LAAE, volume 21)


This introductory chapter provides a vista on the territories of inquiry explored in subsequent chapters, through narratives of lived experience of being, and being with, young children as they engage in art, play, and aesthetic experimentations in the contemporary world. Through their ongoing and multivocal dialogues, this gathering of scholars situate themselves in relation to conventional wisdom and traditions of practice in early childhood art education, and map emergent perspectives that recognize young children as capable social beings whose forays into the worlds of art practice are unpredictable, rich and revelatory, reflecting the unheralded intelligence and engagement of the very young, working in dialogue with those adults who honor their playful immersion in art making in all its forms.


Post developmentalism Narratives Research with children Art education as palimpsest 


  1. McArdle, F., & Piscitelli, B. (2002). Early childhood art education: A palimpsest. Australian Art Education, 25(1), 11–15.Google Scholar
  2. Rose, N. (1999). Powers of freedom: Reframing political thought. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar

Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  • Christine Marmé Thompson
    • 1
    Email author
  • Christopher Mark Schulte
    • 1
  1. 1.The Pennsylvania State UniversityUniversity ParkUSA

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