There seems to be an unstated assumption that any change in how the arts are utilized in early childhood education requires that the focus be on influencing and shaping the pedagogy of the teachers who currently work directly with this age group. That seems like a practical strategy, but we all know how challenging it is to initiate change.
I would submit that there is another avenue, a quicker and more effective path for accomplishing our goals with early childhood.
This avenue is at least as powerful as any other strategy advocated and, at its best, may be the most efficient way to implement beneficial change—positioning the arts as central to and essential for early childhood education.
I would argue that it is easier and faster to shape the philosophy and ensure a new approach to pedagogy when the focus is education majors within our colleges and universities.
The resistance to change evidenced in many experienced educators, be they teachers or principals, makes it difficult for me to believe that we can witness significant influence over what happens; rather, or at least at the same time, we must marshal the energy, enthusiasm, and commitment of soon-to-be teachers. Harnessing that energy will yield positive results in just a few short years. We must create a transition that permeates every classroom, that impacts every student, and that is advanced by every educator.
Students preparing to teach are receptive and eager to receive both philosophical as well as practical mentoring. They have not adopted behaviors and perspectives that are resistant to challenge and change.
Education majors are eager, receptive, enthusiastic, idealistic, and anxious to make their mark, make a difference, and give uncompromisingly to their future students. Being totally pragmatic, we must act on and harness that receptivity and energy.
At first blush this might not seem to be anything more than the obvious but it is my observation that the field of education seldom recognizes the speed with which change can be implemented if we prepare teachers who one year later are implementing what they have learned.
Currently the “survival” rate for teachers is so short that any strategy other than focusing on pre-professional will, in all probability, be short lived and, more disappointingly, be initiated effectively by only a few.
For us to succeed we must transform and transformation is always easier if resistance is not where the transformation begins.
Helping pre-professional students to embrace the values of arts education and then supplying them with guidance and mentoring and tools will serve our goals well, moving arts education along more rapidly and making its value in education more apparent.