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Finding Joy, Meaning and Confidence in Writing: Using Embodied Arts-Based Practices with Children in the Primary Grades.

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Title: Finding Joy, Meaning and Confidence in Writing: Using Embodied Arts-Based Practices with Children in the Primary Grades.
Authors: Curtis, Elizabeth1 (AUTHOR) Elizabeth.Curtis@usq.edu.au, Delaney, Nicole1 (AUTHOR), Watson, Marthy1 (AUTHOR)
Source: Early Childhood Education Journal. Aug2025, Vol. 53 Issue 6, p1987-1998. 12p.
Subject Terms: *Writing education, *Primary school teachers, *Confidence, *School children, *Arts education, Joy, Connotation (Linguistics), Expressive arts therapy
Abstract: The experience of joy and shared joyful moments benefits children's learning, development and wellbeing. The arts engage the senses, imagination and creativity in meaning making and expression of ideas. Learning through the arts is often collaborative and embodied. This paper reports on a study which explored the use of arts-based practices in teaching writing with children mostly aged seven to nine years. Teachers intentionally adopted arts-based practices to reconnect with active, embodied and creative ways of exploring content and connect multiple ways of meaning making for children. This research affirmed that children benefitted from intentionally adopting arts-based practices to help facilitate student's writing. [ABSTRACT FROM AUTHOR]
Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Finding Joy, Meaning and Confidence in Writing: Using Embodied Arts-Based Practices with Children in the Primary Grades.
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  Data: <searchLink fieldCode="AR" term="%22Curtis%2C+Elizabeth%22">Curtis, Elizabeth</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Elizabeth.Curtis@usq.edu.au</i><br /><searchLink fieldCode="AR" term="%22Delaney%2C+Nicole%22">Delaney, Nicole</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Watson%2C+Marthy%22">Watson, Marthy</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Aug2025, Vol. 53 Issue 6, p1987-1998. 12p.
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  Data: *<searchLink fieldCode="DE" term="%22Writing+education%22">Writing education</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+school+teachers%22">Primary school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Confidence%22">Confidence</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br />*<searchLink fieldCode="DE" term="%22Arts+education%22">Arts education</searchLink><br /><searchLink fieldCode="DE" term="%22Joy%22">Joy</searchLink><br /><searchLink fieldCode="DE" term="%22Connotation+%28Linguistics%29%22">Connotation (Linguistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Expressive+arts+therapy%22">Expressive arts therapy</searchLink>
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  Data: The experience of joy and shared joyful moments benefits children's learning, development and wellbeing. The arts engage the senses, imagination and creativity in meaning making and expression of ideas. Learning through the arts is often collaborative and embodied. This paper reports on a study which explored the use of arts-based practices in teaching writing with children mostly aged seven to nine years. Teachers intentionally adopted arts-based practices to reconnect with active, embodied and creative ways of exploring content and connect multiple ways of meaning making for children. This research affirmed that children benefitted from intentionally adopting arts-based practices to help facilitate student's writing. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187189986
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      – Type: doi
        Value: 10.1007/s10643-024-01811-9
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      – Code: eng
        Text: English
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        PageCount: 12
        StartPage: 1987
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      – SubjectFull: Writing education
        Type: general
      – SubjectFull: Primary school teachers
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      – SubjectFull: Confidence
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      – SubjectFull: School children
        Type: general
      – SubjectFull: Arts education
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      – SubjectFull: Joy
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      – SubjectFull: Connotation (Linguistics)
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      – SubjectFull: Expressive arts therapy
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              M: 08
              Text: Aug2025
              Type: published
              Y: 2025
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