CHILDREN'S EXPERIENCES IN THE VISUAL ARTS: A CHALLENGE FOR PRESCHOOL TEACHERS

Abstract

Talking about children's experiences today leads to thinking about the modes, thoughts, feelings and emotions that infants may have; and it takes on even more relevance when they are explored from the visual arts because they constitute a privileged means of expression, breaking traditional paradigms towards a meaning of only entertainment and children's fun. In this scientific essay article, the aim is to glimpse the role of the visual arts regarding the children's experiences of preschool boys and girls from the interpretive paradigm with an ethnographic approach and a qualitative method, since the study and perspective of the teacher are essential, since he is the one who mediates in the artistic processes from the preschool classroom, in this way the importance of understanding the symbolic experience and the challenge that the teacher assumes from this perspective is situated, since there is a great latent challenge in the face of the complexity in which the visual arts are integrated into the formation of the little ones and how from them all those representations that emanate from the interaction with the context where they develop daily arise. Childhood experiences are a response to the experiences that boys and girls acquire through the context in which they develop and it is from the arts where feelings and emotions are condensed, it is a way of feeling, thinking and acting, since they generate a great influence generating a vision and perspective of the world around them, generating new meanings, understanding reality and communicating it become essential and unpredictable factors in the construction of childhood experiences, enabling the construction of new realities from what is perceived.