What's In This Kit?
This training kit helps early childhood professionals understand the importance of beauty in the lives of young children. The role of beauty in human lives as described by Abraham Maslow, Howard Gardner, and Ruth Bendler is addressed. Aspects of the Reggio Emilia approach is presented as an example of an early childhood program that focuses on beauty in the environment. Suggestions for fostering sensitivity to aesthetics provide guidance in helping to provide a more pleasing environment. Practical and easy-to-implement ideas help adults encourage children to recognize and experience beauty in their daily lives. This training kit contains the following components:
- Expected training outcomes and learning objectives
- Training tips and strategies
- Training benchmarks
- Preparation and implementation steps
- The article “Beauty in the Lives of Young Children” by Ruth A. Wilson
- References and Resources
- Training Certificate for Learner �" Certificate of Attendance and Participation
- Training Certificate for Trainer �" Award Certificate
Who's the Target Audience?
The target audiences for this training kit are beginning, intermediate, and advanced Learners
who are working with young children (birth through 5 years).
|Teacher Skill Level
|Children's Age Level
||birth to 5
This training activity is designed for independent reading and reflection (30 minutes) followed
in about 1 to 2 weeks with group instruction (60 minutes), and Applied Activity (60 minutes),
then about 1 week later a second group session (30 minutes). Preparation time for this kit is
estimated at 1 to 2 hours. Implementation and actual training time is 3.0 hours, which includes
1.5 hours of face-to-face training and 1.5 hours of independent study and an applied activity
project. An optional bonus activity in the Group Instruction face-to-face training can add as
much as 1.0 hour to the training time.
After completing this training, Learners will be able to:
These training outcomes address the following American standards:
- Describe the ways 3 key theorists, Maslow, Gardner, and Bendler relate humans’ need for beauty.
- Identify how they, as teachers, are currently emphasizing beauty in their classrooms.
- Explain why experiences with nature are important in children’s environments.
- Provide examples of activities using the 5 design elements in the article.
- Describe at least 3 new ways they can help children experience beauty in their own
- Document progress in implementation of new strategies by using children’s portfolios,
parent communication, or reporting to other staff.
- 2.J. Curriculum Content Area for Cognitive Development: Creative Expression and Appreciation for the Arts Children are provided varied opportunities to gain appreciation of art in ways that reflect cultural diversity.
- 2.J.02 Infants and toddlers/twos are provided varied opportunities to explore and manipulate age-appropriate art materials.
- 2.J.06 Children are provided many and varied open-ended opportunities and materials to express themselves creatively through two- and three-dimensional art.
- 2.G. Curriculum Content Area for Cognitive Development: Science
- 2.G.01 Infants and toddlers/twos are provided varied opportunities and materials to use their senses to learn about objects in the environment.
- 2.G.02 Children are provided varied opportunities and materials to learn key content and principles of science such as the difference between living and non-living things (e.g., plants versus rocks) and lifecycles of various organisms (e.g., plants, butterflies, humans, earth, and sky; seasons; weather; geologic features; light and shadow; sun, moon, and stars).
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