Journal

Journal of Research in Childhood Education: Playful Art-Making and a Responsive Adult to Sustain Interest and Affirm Minoritized Children's Experiences

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Young children's play and art-making expressions are widely recognized to function as constructions of their personal lives and can reveal salient aspects from their sociocultural contexts, funds of knowledge, and situations of development. Minoritized children require access to familiar and culturally representative materials and pedagogies in the classroom to draw on and enact elements of their lives; however, many lack these opportunities in their classrooms. This article draws on findings from an art-informed and play- based case study with young immigrant children in Canada to illustrate how culturally responsive practices, particularly through art-making opportunities and a supportive adult, can draw out the complexities, differences, and multiplicities of young minoritized children's lived experiences. Better under- standings of responsive pedagogical practices are needed in early years, as minoritized young children frequently have their experiences and perspectives dismissed or erased in the pursuit of adapting and becoming proficient as the dominant norms, culture, and practices of the school.

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Detail Information

Series Title

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Call Number

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Publisher

: ., c2025

Collation

Vol. 39, No.2, p.247-262

Language

English

ISBN/ISSN

0256-8543

Classification

NONE

Content Type

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Media Type

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Carrier Type

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Edition

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Subject(s)

Art-making
Attentive pedagogies
Culturally responsive practices
Minoritized children
Playful exploratrions

Specific Detail Info

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Statement of Responsibility

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