Finding Joy, Meaning and Confidence in Writing: Using Embodied Arts-Based Practices with Children in the Primary Grades
Saved in:
| Title: | Finding Joy, Meaning and Confidence in Writing: Using Embodied Arts-Based Practices with Children in the Primary Grades |
|---|---|
| Language: | English |
| Authors: | Elizabeth Curtis (ORCID |
| Source: | Early Childhood Education Journal. 2025 53(6):1987-1998. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Students, Writing Instruction, Art Activities, Integrated Activities, Teaching Methods, Instructional Effectiveness |
| DOI: | 10.1007/s10643-024-01811-9 |
| ISSN: | 1082-3301 1573-1707 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1479601 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| 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. |
|---|---|
| ISSN: | 1082-3301 1573-1707 |
| DOI: | 10.1007/s10643-024-01811-9 |
