Abstract
This chapter connects my experiences as an art studio teacher of infants, toddlers, and preschoolers with aspects of artmaking and play. I argue that the teacher’s role includes supporting children in taking ownership of their own explorations, learning, and adventures. In doing so, I set out one approach to achieving this, through materials and play. Specifically, I suggest three broad movements of engagement that may guide the teacher in acts of deflected and reflected discourse with her students, while considering what it means to engage in exploration with materials.
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Cabral, M. (2018). Fighting the Mad King: Play, Art, and Adventure in an Early Childhood Art Studio. In: Schulte, C., Thompson, C. (eds) Communities of Practice: Art, Play, and Aesthetics in Early Childhood. Landscapes: the Arts, Aesthetics, and Education, vol 21. Springer, Cham. https://doi.org/10.1007/978-3-319-70644-3_6
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