This paper provides an overview of Aesthetics in Early Childhood education in general, and in particular, it explores children’s music teaching and learning, children’s visual aid, and children’s role-play…
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Undeniably, technology instruments have been located in children’s music teaching and learning, children’s visual aids, and children’s role-play and their contributions to learning experiences in early childhood education environments accordingly. In that case, children’s music teaching and learning, children’s visual aids, and children’s role-play are the three most important pre-school activities because they influence instructional outcomes in early childhood education directly. Proof of the combination of technology instruments in children’s music teaching and learning, children’s visual aids, and children’s role-play in the Early Childhood education contexts exists. A rigorous literature review of a substantial amount of varying sources explores the argument that technology instruments play a crucial role in children’s music teaching and learning, children’s visual aids, and children’s role-play. After carefully elaborating the relevant literature and argument, three major proposals emerge; the first one suggests that technology instruments in music teaching facilitate the quality and efficiency in the learning motivation of early childhood education children. ...
ve and interesting visual aids that apply technological instruments are large motivation boosters to the early childhood education learning experiences. The third and final proposal is that technology instruments facilitate the levels of performance of children (this entails several aspects namely emotional expression, emotional regulation, emotional utilization, and interpersonal relationship) in Children’s role-play in the kindergartens. In this respect, the early childhood education children are highly involved in role-plays that apply technology instruments because they are able not only to express their emotions, but also to utilize these emotions and subsequent interpersonal relationships in learning. Overall, this paper arrives at three major conclusions in relation to the three proposals mentioned before; firstly, indeed technology instruments in music teaching facilitate the quality and efficiency in the learning motivation of early childhood education children. Secondly, technology instruments in visual aids facilitate the quality and efficiency in the learning motivation of children, and finally, technology instruments facilitate Children's performance in children’s role-play, especially in terms of emotional expression, emotional regulation, emotional utilization, and interpersonal relationships. B. Introduction Normally, early childhood educators are constantly searching for the most effective learning experiences that can help to enhance the quality of education for young children (Lim, 2005), and aesthetic experiences in particular have proven quite successful especially in the teaching of arts and even across disciplines (Whitehead, 2004). Expert analyses have established that aesthetic experiences have the effect of expanding the learning
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