AMIDST STEM AND STEAM TRANSITION: CHILD ART AS AN INSTRUCTIONAL TOOL IN EARLY CHILDHOOD CARE EDUCATION AND DEVELOPMENT

Abstract

The process of educating a child in the early years demands the utilization of child-friendly approaches and initiatives of professional teachers. Meanwhile, the use of traditional methods of teaching adjudged to be popular up till the 20^th century when teachers dominance in the teaching and learning process was very obvious is still affecting the child who should be gaining experiences through the learner-centred approaches in the growing millennium. Therefore, in order to curtail the extremity of teacher-centred approach, and promote child-involvement in their education, this paper explored child art as an instructional tool in early childhood care education and development amidst STEM and STEAM transition. The authors reviewed relevant literature on child art with emphasis on the numerous benefits of incorporating art into early childhood education vis-à-vis the  five main developmental stages in child art worth of note for this pedagogical approach not to fail  and for effective learning among early learners. Similarly, the emerging challenges affecting the implementation of child art within STEAM in early childhood care education and   development were appraised with the implication for educators and policy makers. It is submitted among others that the integration of child art into the curriculum practices in early childhood education is very essential as the values of child art as an instructional tool in children education is worth embracing for effective education in their early years in life.