Open-ended art is defined as art activity where children are free to use their imagination as they explore a variety of materials without a planned outcome. When teachers embrace open-ended art, they emphasize the process of creating, and observe the developmental growth being experienced by the children. Open-ended art provides children an important opportunity to think about, feel, and express ideas. It helps teachers slow down the pace of the activity in order to observe and feel the environment all around.There are many books available to educators that include art ideas and projects, but Open-Ended Art for Young Children goes beyond the basics to highlight why the field of early childhood education advocates for open-ended art, and explain how to adapt to new ways of thinking about art. Authors Dr. Tracy Galuski and Dr. Mary Ellen Bardsley present, chapter by chapter, the challenges teachers encounter when faced with best practices and expectations related art process and product. Each chapter begins with a classroom vignette that describes the challenge, followed by a plethora of solutions, grounded in research and illustrated through practical examples. Each chapter includes full color pictures and photos, and ends with an activity or investigation for reflection.

IntroductionPart 1: Curriculum, Instruction and AssessmentChapter 1: Getting Started: What is art?Chapter 2: Planning for Art: Aren't we supposed to make projects related to our theme?Chapter 3: Learning Outcomes: If art is supposed to be creative, why do I need to assess it?Chapter 4: Evaluation, Assessment, and Feedback: How do I know we're on the right track?Chapter 5: Getting Families on Board: Why aren't you sending home any work?Part 2: Art and Child DevelopmentChapter 6: Infants: What does art look like in the infant classroom?Chapter 7: Toddlers: Do messy toddlers really need free access to materials?Chapter 8: Preschoolers: What does art look like in the preschool classroom?Chapter 9: School-Age Programs: What does art look like in an afterschool program?Part 3: Finding New and Different TechniquesChapter 10: Sensory Activities and Special Needs: What about children with special needs?Chapter 11: Strategies and Techniques: Where do I find something new and different to use in the classroom?Chapter 12: Wasted Materials and Inexpensive Alternatives: All the fun, with no expense!Chapter 13: Art Appreciation: I don't know much about different artists, so how do I teach children to appreciate art?Chapter 14: ConclusionRecommended Children's Books and ResourcesReferences