Children have the natural capacity to express themselves artistically through a variety of

artistic mediums. They have been communicative from the beginning, doing everything from
sketching and babble to pretend play and storytelling. The idea of children's expressive arts
competency is examined in this essay, emphasizing how a child's innate desire for artistic
expression forms the basis for their overall development. We can recognize children's innate
artistic ability when they enter the school system by looking at their early expressions, the
importance of play as a kind of expressive art, and the various media they use to
communicate. The essay also explores the implications of fostering children's expressive arts
competency in the framework of education. By enhancing children's pre-existing artistic
abilities, teachers can help kids develop their creativity, self-assurance, and comprehension.

Expressive arts definition

According to Malchiodi (2012), expressive arts involve the use of different mediums such as
painting, drawing, music, dance, and drama to help individuals explore their inner world and
externalize their feelings in a safe and supportive environment. This process can be
therapeutic and healing for individuals who may struggle with verbal communication or
processing difficult emotions. In contrast, McNiff (2004) defines expressive arts as a form of
inquiry that goes beyond traditional art-making practices to explore the deeper layers of
human experience. He emphasizes the importance of embracing spontaneity and intuition in
the creative process to uncover hidden truths and insights about oneself. In conclusion,
expressive arts encompass a wide range of creative activities that allow individuals to
communicate their thoughts, emotions, and experiences through various forms of artistic
expression.

It is true that children come to school as competent users of expressive arts. From the
moment children step into the school environment, their natural inclination towards
expressive arts becomes evident. This innate talent encompasses a vast array of artistic forms,
spanning from visual arts to drama, music, dance, and storytelling. Moran (2010) contends
that this creative spark is unmistakable in young children, who effortlessly immerse
themselves in imaginative play, conjuring intricate worlds, belting out tunes, and moving
with abandon to the rhythm. Their spontaneous engagement in expressive arts serves as a
testament to their inherent abilities and penchant for artistic exploration. Gopnik (2016)
further reinforces this notion, highlighting children's uninhibited joy and uninhibited
exploration of their surroundings as manifestations of their innate creative potential. Thus, it
becomes apparent that from an early age, children possess a profound inclination towards
artistic expression and self-discovery, underscoring the depth of their innate creativity.

Kids' natural aptitude for expressive arts forms the foundation for their holistic development
since they use a variety of media, including music, dance, painting, and sketching, to
communicate and express themselves (Hohmann & Weikart, 1995). In early childhood
settings, this intrinsic competency provides educators with a rich base upon which to foster
creativity and improve learning opportunities (Rankin, 2013). Teachers may create a safe
space where kids can explore, try new things, and express themselves honestly by identifying
and fostering their innate expressive arts ability. According to Bredekamp and Copple (1997),
children who engage in meaningful artistic activities not only acquire technical skills but also
foster emotional intelligence, social skills, and cognitive talents. As a result, it is critical to
incorporate expressive arts into instructional strategies in order to foster holistic growth and a
lifetime appreciation of the arts.

Additionally, Gardner (1983) highlights the need of recognizing and supporting children's
varied skills and styles of expression. This viewpoint emphasizes how children's expressive
arts competency can take many forms, each reflecting their unique interests and strengths
(Gardner, 1993). For instance, some kids can have extraordinary talent in the visual arts,
while others might be very gifted in music or theatrical acting. Teachers may establish
inclusive learning environments that meet the unique needs and talents of every child by
acknowledging and appreciating these many modes of expression (Bredekamp & Copple,
1997). This method fosters a sense of community and self-assurance in the children's creative
ability in addition to enhancing their artistic experiences.

Furthermore, the importance of social interactions and cultural influences in shaping

children's learning and developmental processes is highlighted by Vygotsky's sociocultural
theory (1978). In this paradigm, teachers play the role of facilitators, leading kids through
purposeful expressive arts activities in safe spaces. Teachers help kids develop their creative
abilities and understand basic ideas by providing scaffolding and encouragement (Bredekamp
& Copple, 1997). This technique improves children's cognitive, social, and emotional
development in addition to fostering creative skill. Consequently, educators can successfully
harness the power of expressive arts to foster holistic development and create culturally
sensitive learning environments by incorporating Vygotsky's ideas into their methods.
Acknowledging children's artistic competency is essential to schooling since it provides the
framework for arts education to grow from (Hohmann & Weikart, 1995). Educators can
cultivate creativity, confidence, and a deeper comprehension of artistic themes by
recognizing and enhancing these preexisting skills (Rankin, 2013). It is imperative to offer a
comprehensive range of arts experiences to accommodate children's varying talents and
interests, enabling them to experiment with many forms of expression and find new ones
(Gardner, 1993). This method fosters personalized learning and self-expression in addition to
enhancing their artistic experiences. Furthermore, by involving students in relevant and
multidisciplinary experiences, the integration of the arts into traditional subjects—such as
employing music to understand mathematical ideas or drama to recreate historical events—
can improve learning outcomes (Bredekamp & Copple, 1997). According to Vygotsky
(1978), arts education is beneficial for the overall development of children because it fosters
emotional intelligence, problem-solving abilities, teamwork, and communication. These
qualities help to build well-rounded people. By accepting these ramifications, educators may
design engaging learning spaces that enable kids to express themselves honestly, explore
their creativity, and succeed both intellectually and emotionally.

In order to guarantee the efficacy and inclusion of arts education, it is imperative to tackle
several issues and considerations. Resources and access are major obstacles because, because
of societal prejudices or resource constraints, not every child has an equal chance to receive a
high-quality arts education (Hohmann & Weikart, 1995). In order to guarantee fair access,
proactive steps must be taken to give marginalized communities opportunities and resources.
Furthermore, it can be difficult to gauge the effectiveness of arts education since its special
advantages could not be completely captured by conventional evaluation techniques (Rankin,
2013). To prove that arts education works, suitable assessment instruments that acknowledge
and value the variety of outcomes must be developed. Moreover, teacher preparation is
essential for providing teachers with the abilities and information needed to successfully
include the arts into their curricula (Bredekamp & Copple, 1997). Enhancing teachers'
comprehension of arts education ideas and equipping them with useful implementation skills
should be the main goals of professional development programs. Teachers may design more
inclusive and meaningful arts education experiences for every kid by addressing these issues
and concerns.
In conclusion, research on expressive arts in education points to a complex strategy that takes
into account children's creative and expressive capacities as well as wider consequences for
their overall development and lifetime learning. We can see the significant effects that arts
education can have on children's cognitive, social, and emotional development through the
lenses of many academics and educational theories, such as Vygotsky's sociocultural
framework, McNiff's emphasis on inquiry and spontaneity, Gardner's support for recognizing
diverse talents, and Malchiodi's perspective on the therapeutic benefits of expressive arts.
Teachers may build inclusive learning settings that encourage creativity, confidence, and a
greater awareness of the world around them by identifying and supporting children's intrinsic
creative talents.

REFERENCES

Bredekamp, S., & Copple, C. (1997). Developmentally Appropriate Practice in Early

Childhood Programs. National Association for the Education of Young Children.

Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.

Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. Basic Books.

Hohmann, M., & Weikart, D. P. (1995). Educating Young Children: Active Learning
Practices for Preschool and Child Care Programs. High/Scope Press.

Malchiodi, C. A. (2012). Expressive therapies. Guilford Press.

McNiff, S. (2004). Art as research: Opportunities and challenges. In P. Leavy (Ed.), The
Oxford handbook of qualitative research (pp. 701-714). Oxford University Press.

Rankin, B. (2013). A Child's Work: The Importance of Fantasy Play. Redleaf Press.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological

Processes. Harvard University Press.

Moran, S. (2010). The role of creative thinking in problem solving. Journal of Creative
Behavior, 44(3), 143-152.

Gopnik, A. (2016). The gardener and the carpenter: What the new science of child
development tells us about the relationship between parents and children. Farrar, Straus and
Giroux.

Malchiodi, C. A. (2012). Expressive therapies. Guilford Press.

McNiff, S. (2004). Art heals: How creativity cures the soul. Shambhala Publications.