Course Information
SemesterCourse Unit CodeCourse Unit TitleT+P+LCreditNumber of ECTS CreditsLast Updated Date
5EEC301Art Education in Early Childhood3+0+03507.10.2026
Course Details
Language of Instruction Turkish
Level of Course Unit Bachelor's Degree
Department / Program Pre-School Teaching
Type of Program Formal Education
Type of Course Unit Compulsory
Course Delivery Method Face To Face
Objectives of the Course The general aim of this course is to enable prospective teachers to understand the nature and development of visual arts education in the preschool period; to develop the skills to use art activities as an effective teaching method and as a tool for understanding and assessing the child; to grasp the relationship between art, development, and education; to internalize art-related concepts, methods, and techniques; to articulate the characteristics of an individualized approach to art education; and to gain both national and universal perspectives on the importance and necessity of art. Furthermore, the course aims to foster an understanding of the role of art activities in early childhood—specifically regarding the development of fine motor skills (finger and hand muscles) and the creative personality—as well as their place in the curriculum and the significant mission undertaken by the educator.
Course Content This course covers fundamental concepts regarding art, art education, aesthetics, and creativity; theoretical approaches to artistic development in children; and the importance of art education during early childhood. It addresses the stages of artistic development in children ` s drawings and their analysis based on age and developmental levels, skills for recognizing and critiquing artworks, and the processes by which children express themselves through art. Furthermore, the course examines art education methods and techniques for early childhood, the selection of appropriate tools and materials, the design of individual and group activities and projects that foster children ` s creative expression and aesthetic awareness, and the preparation, implementation, and practical application of inclusive art education programs.
Course Methods and Techniques Each class will begin with the instructor introducing the weekly course content. The teaching process will utilize lectures, question-and-answer sessions, and case studies, and will incorporate group discussions. Therefore, it is mandatory to complete preparatory work on the topic to be covered prior to the class.
Prerequisites and co-requisities None
Course Coordinator Prof.Dr. Nilüfer Darıca https://profil.hku.edu.tr/akademik/nilufer-darica/ nilufer.darica@hku.edu.tr
Name of Lecturers Prof.Dr. Nilüfer Darıca https://profil.hku.edu.tr/akademik/nilufer-darica/ nilufer.darica@hku.edu.tr
Assistants None
Work Placement(s) No

Recommended or Required Reading
Resources Tülay Üstündağ, Journey to Creativity, Pegem (2002)
Course Notes There are no prerequisites for the course.

Course Category
Field %100

Planned Learning Activities and Teaching Methods
Activities are given in detail in the section of "Assessment Methods and Criteria" and "Workload Calculation"

Assessment Methods and Criteria
In-Term Studies Quantity Percentage
Mid-terms 1 % 40
Final examination 1 % 60
Total
2
% 100

 
ECTS Allocated Based on Student Workload
Activities Quantity Duration Total Work Load
Course Duration 14 3 42
Hours for off-the-c.r.stud 14 3 42
Assignments 1 20 20
Mid-terms 1 18 18
Final examination 1 28 28
Total Work Load   Number of ECTS Credits 5 150

 
Course Learning Outcomes: Upon the successful completion of this course, students will be able to:
NoLearning Outcomes
1 Can provide information on definitions and theoretical approaches regarding artistic development in children; defines and critiques works of art.
2 They understand the scope of art education and the contributions it makes to play in early childhood settings, can explain the characteristics of the spectrum of art-related development, and can offer suggestions to adults.
3 It saves and categorizes children ` s drawings—facilitating their self-expression through artwork—and sorts the drawings based on age and developmental level.
4 Knows the stages of artistic development in children ` s drawings and can describe children ` s drawings and their characteristics according to developmental phases.
5 Can provide examples of art education methods, techniques, and materials used in preschool settings; select appropriate materials for art activities designed for children; and design art activities.
6 Can explain the importance of creativity and art education in early childhood.
7 Can articulate theories and practices regarding creativity and art education in early childhood.
8 They can design and implement programs that foster children ` s creative expression skills and aesthetic awareness, and produce individual and group projects.
9 They can grasp how to utilize the information they have acquired in a professional context.

 
Weekly Detailed Course Contents
WeekTopicsStudy MaterialsMaterials
1 Course Introduction; The Role and Importance of Art Education in Early Childhood and a Historical Perspective on Art; Theories of Artistic Development in Children You should come to class having done the reading. Course Syllabus; Şişman, A. (2006). Introduction to Art and Art Concepts. Yaz Yayınları; Kalburan, N. C. (2011). Art and Creativity in Early Childhood.
2 Developmental Theories Influencing Artistic/Graphic Development and Stages of Graphic Development in Children You should come to class having done the reading. Aral, N. & Duman, G. (Trans.) (2014). The Development of Art and Creativity in Children. Nobel Publishing; Ütopya Publications (2004). Art and Education, Creativity, and Basic Art Theories.
3 The Importance of Visual Perception Development in Art, Aesthetic Perception, and Aesthetic Appreciation in Children You should come to class having done the reading. Şişman, A. (2006); Aral, N. & Duman, G. (2014).
4 Theories Regarding Preschool Art Activities You should come to class having done the reading. Mertol İlgar, Ş. (Ed.). (2026). Art education in early childhood for teachers and pre-service teachers. Pegem Akademi Publishing.
5 Methods Used in Teaching Art Activities and the Use of Tools and Materials in Art Education You should come to class having done the reading. Art and Creativity in Early Childhood Kalburan, N. C. (2011).
6 The Importance of Preparing the Environment in Art Education, Two- and Three-Dimensional Works, and Sample Applications You should come to class having done the reading. Mertol İlgar, Ş. (Ed.). (2026). Art education in early childhood for teachers and pre-service teachers. Pegem Akademi Publishing.
7 General Review Before the Midterm Exam, Examination of Practical Projects, and Preparation for the Midterm Exam You should come to class having done the reading. All Key Resources and Topics Covered in the Course.
8 Midterm week
9 Creativity within the Education System, Definition and Importance of Creativity, Creative Thinking Process, Importance and Development of Creativity in Preschool Art Education You should come to class having done the reading. Üstündağ, T. (2002). Journey to Creativity. Pegem; Öncü, E. Ç. (Ed.) (2015). Creativity and Its Development in Early Childhood. Pegem Akademi.
10 Child Development and Creativity, Characteristics of Creative Children, Factors That Foster and Hinder Creativity in Children You should come to class having done the reading. Yıldız, F. Ü. & Şener, T. (2003). Creativity Education in the Preschool Period. Nobel Publishing; Ogurlu, Ü. & Kaya, F. (2015). Raising Creative Children. Eğiten Kitap.
11 Fostering Creativity, Methods and Techniques Supporting Creativity, Creating an Environment that Supports Creativity, Steps for Developing Creativity-Based Educational Programs You should come to class having done the reading. Turla, A. (2004). Can My Child Be More Creative?; Öncü, E. Ç. (Ed.) (2015).
12 Planning, Implementing, and Evaluating Art Activities You should come to class having done the reading. Yıldız, F. Ü. & Şener, T. (2003); Kalburan, N. C. (2011).
13 The Importance of the Teacher and the Family in Art Education You should come to class having done the reading. Mertol İlgar, Ş. (Ed.). (2026). Art education in early childhood for teachers and pre-service teachers. Pegem Akademi Publishing.
14 Motivation in Art Education, the Importance of Exhibition Processes, and End-of-Term General Evaluation You should come to class having done the reading. Öncü, E. Ç. (Ed.) (2015); Mertol İlgar, Ş. (Ed.) (2026). Art education in early childhood for teachers and pre-service teachers. Pegem Akademi Publishing.

 
Sustainable Development Goals
Contribution of Learning Outcomes to Programme Outcomes
P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14
C1 4 3 4 2 2 2 1 2 2 1 3 3 1 2
C2 5 3 4 3 3 3 1 2 2 3 3 3 2 2
C3 5 3 4 4 3 3 1 2 2 2 3 3 1 2
C4 5 3 4 4 3 3 1 2 2 2 3 3 1 2
C5 3 5 4 5 5 3 3 3 4 2 3 3 2 2
C6 4 4 4 3 4 3 1 2 2 2 3 3 2 2
C7 4 4 5 3 4 3 2 2 2 2 4 3 2 2
C8 3 5 4 5 5 4 3 4 5 3 4 4 3 3
C9 3 4 4 4 4 3 2 3 3 3 5 4 2 3

  Contribution: 1: Very Slight 2:Slight 3:Moderate 4:Significant 5:Very Significant