How Is Children's Exploratory Space Formed Amid Completion-Oriented Expectations in Early Childhood Art Learning?
DOI:
https://doi.org/10.26877/paudia.v15i3.3778Keywords:
Early Childhood Education, Art Education, Montessori, Reggio Emilia Approach, Child-Centered LearningAbstract
Art learning in early childhood education should provide space for children to explore, express ideas, and construct meaning. In practice, however, it may be shaped by teacher direction and completion-oriented expectations. This study examined how children’s exploratory space was formed in art learning at two preschools in Yogyakarta. The study used an exploratory comparative design with a qualitative descriptive approach. Data were collected through limited field visits, semi-structured interviews with two principals and one teacher, observations of learning environments and art activities where access was available, and documentation. The data were analyzed thematically and across cases. The findings show that TK A featured structured, teacher-directed art activities linked to rehearsals and performances. TK B offered a wider range of materials through a creative center, yet art-making remained bounded by model artworks, guided choices, and expectations to complete the work. Exploratory space was shaped by children’s opportunities to make decisions, teacher direction, and completion-oriented expectations rather than solely by pedagogical labels.
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