The effect of Islamic visual art education on social development of preschool children
The art education is seen as important in children’s early childhood education and it is extensively acknowledged. This study emphasizes the value of Islamic visual art among preschool children and explores the methods of teaching art in preschools as well as on the approaches used to support the children’s learning, particularly on the development of social skills. The method was intended to consider the implications of Islamic visual art education in a qualitative view. Classroom structured observations were conducted mainly on the Islamic visual art painting and drawing activities among children participating in Islamic visual art activities to gauge the social skills development in the children according to their age level by referring four main attributes in social skills; communication, group, support and conflict resolution. The identified emerging findings include the importance of Islamic visual art education in order to develop social skills for children and in considering the positive relationship between children and teachers to support children’s development in their early childhood settings. Hence, Islamic visual art activities could be considered an essential tool of the pedagogy in addressing problems regarding children’s development and learning in early childhood, where the revision of art curriculum is required across the subject and holistic development of children.
Atasavun, U. S., & Duger, T. (2012). Visual perception training on social skills and activity performance in low-vision children. Scandinavian Journal of Occupational Therapy, 19, 33–41. doi: 10.3109/11038128.2011.582512
Burke, K. (2009). How to access authentic learning, (5th Ed), Thousand Oaks, CA: SAGE Publications.
Fox, J. E., & Schirrmacher, R. (2014). Integrated early childhood art program (Ulutaş, E. Pp. 168-183). Aral, N. ve
Duman, G. (Eds.) Art & creative development for young children (Seventh Edition). U.S.A.: Wadsworth Cengage Learning.
Garvis, S. (2012). Exploring current arts practice in kindergartens & preparatory classrooms. Australasian Journal of Early Childhood, 37(4), 86-93.
Graves, J. A., Quotah, E., & Simmons, A. (2019). Islamic calligraphy: Writing toward the light. Art Education, 72(2), 14-19.
Hasibuan, N. (2017). The roles of Islamic education towards Islamic art and culture. Journal of Asian History, Culture and Tradition, 4(3), 27-35.
Nutbrown, C., & Jones, H. (2006). Daring discoveries: Arts-based learning in the early years. Creative Partnerships/Darts, Doncaster.
Ozyurek, A., Begde, Z., & Yavuz, N. F. (2014). The relation between the social skills of preschool education children and the adult interactions around. Social Sciences Journal, 16(2), 115-134.
Theodotou E. (2017). Supporting personal and social development through child-led art projects in the early years settings. Early Child Development and Care, 189(11), 1889-1900.
Yazici, E. (2017). The impact of art education program on the social skills of preschool children. Journal of Education and Training Studies, 5(5), 17-26.
Yazici, E., Yaman, B. I., & Pinarcik. O. (2016). A study into the views of preschool teachers over art. E-Journal of International Education Researches, 7(3), 74-88. doi: 10.19160/e-ijer.80596
Zoghi, N., Mohd Nor, M., & Abdul Hamid, F. (2018). Islamic patterns in Persian’s Herat School of Painting: A study on Baysonghori Shahnameh. Online Journal of Research In Islamic Studies, 5(3), 65-74.