Using Drawing as Intervention with Children for In-Service Preschool Teachers

Autor/inn/en	Chen, I Ju; Liu, Chu Chih
Titel	Using Drawing as Intervention with Children for In-Service Preschool Teachers
Quelle	In: Journal of College Teaching & Learning, 7 (2010) 4, S.1-8 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1544-0389
Schlagwörter	Nonverbal Communication; Intervention; Deafness; Preschool Teachers; Art Therapy; Freehand Drawing; Preschool Children; Emotional Response; Intention; Teacher Attitudes; Student Behavior; Counseling Techniques; Social Attitudes; Behavior Change; Social Cognition; Social Theories + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Gehörlosigkeit; Taubstummheit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Kunsttherapie; Drawing; Zeichnen; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Emotionales Verhalten; Lehrerverhalten; Student behaviour; Schülerverhalten; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Social attidude; Soziale Einstellung; Soziale Kognition; Gesellschaftstheorie
Abstract	This study provides a basic overview of in-service preschool teachers using drawing as intervention with children. Art therapy is used more often for the smaller children who have more difficulty to describe their emotions and feelings in recognizing words, such as anger, resentment, and different kind of abuses. As a matter of fact, the drawing has become a preferred mode of communication for them. The final result of this study is supporting the said theory. The best predictor of behavioral intention was the in-service teachers' attitudes while enrolling in the four-month non-credit course in Art Therapy and they believed that this would facilitate their future teaching by much more understanding the children's behaviors through non-verbal communication and actions. The perceived behavioral control was also the significant predictor of actual application behaviors. This study can provide a valuable reference for those in-service teachers who presently do not have any experience with art as an intervention with children. (Contains 1 figure.) (As Provided).
Anmerkungen	Clute Institute. P.O. Box 620760, Littleton, CO 80162. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10