| This study was designed to examine how four-year-old children might be able to respond and interpret works of art. Informed by Jean Piaget's and Lev Vygotsky's theories of cognitive development, and building on Micheal Parsons' and Abigail Housen's theories of aesthetic development, the study investigated whether or not four-year-olds are able to expand their initial responses to achieve deeper levels of understanding about works of art.;The study involved three groups of five four-year-olds from a learning center in Dallas. The groups participated in six weekly visits to the Dallas Museum of Art. The 45--60 minute visits were interactive and led by one of two museum teachers. During the group visits, the museum teacher encouraged the children to think about and discuss their interpretations about works of art. Triangulation was used to obtain research data, and the study findings were analyzed for evidence of plausible interpretations of works of art based on both internal and external clues.;The study findings revealed that through their natural abilities to associate and compare concepts and objects, to scaffold or build upon ideas, and to project themselves into the role of an artist, four-year-old children are able derive plausible interpretations of works of art. The findings also demonstrated the importance of facilitating young children's encounters with works of art, of helping them establish a context for approaching, responding to, and deriving meaning from those works. Based on these findings, the author presents a suggested approach for art museum programming for four-year-old children.;While a great deal remains to be learned, the study contributes to our understanding about how four-year-old children are able to respond to works of art through facilitated discussions. Consequently, the study may help art educators and art museum educators to recognize and explore the potential of young children to have meaningful art experiences. |
