In a groundbreaking study spanning nearly two decades, psychologist Ellie Brown has shed light on the transformative effects of arts integration in early childhood education, particularly for children from low-income families.
Brown, a professor of psychology at West Chester University, initially sought to research the Kaleidoscope Program at Settlement Music School in Philadelphia, an innovative preschool that emphasizes music, dance, and visual arts.
Despite hesitations from colleagues who deemed such research non-traditional and unlikely to yield publishable results, Brown’s instincts led her to explore the effects of the immersive arts curriculum.
The Kaleidoscope Program incorporates daily arts classes alongside typical preschool activities. Here, children engage in creative expression, learning to paint, sing, and move in ways that enhance their cognitive and emotional development.
Executive Director Tarrell Davis explains that the program’s structure allows for interconnected learning across different disciplines.
“Different instructors collaborate to teach the same concepts,” she noted. “If a child struggles with understanding patterns in music, they might grasp it through dance.”
Brown’s research findings illustrate the impressive impact of this approach. Children enrolled in the Kaleidoscope Program demonstrated three times the vocabulary growth compared to peers in a high-quality preschool without similar arts integration.
Brown further investigated the social and emotional aspects of the learning experience, finding that preschoolers in the arts-focused program displayed significantly more positive emotions, including pride, happiness, and increased emotional regulation.
These observations were consistent with Davis’s personal experiences as a teacher at the program prior to her current role as Executive Director.
“I witnessed immense growth in my students, particularly those with individual education plans,” she explained. “The collaboration among teachers allowed children to build skills in multifaceted ways.”
Brown’s findings validated the program’s effectiveness and provided insights for continuous improvement.
In her quest for a deeper understanding of the effects of the arts, Brown embarked on a research initiative titled “Can the Arts Get Under the Skin?”
The study measured cortisol levels, a stress hormone, in participating children before and after arts classes. Results indicated that their cortisol levels were significantly lower following music, dance, and art activities compared to regular curriculum classes.
These findings open up new avenues for understanding how creative engagement can alleviate stress in young learners, particularly those who may be under chronic stress due to socioeconomic disadvantage.
Brown emphasized that managing cortisol levels is crucial for healthy brain development, especially during early childhood, a period marked by rapid growth and learning.
Research indicates that over 90% of brain development occurs before kindergarten, making it essential to create optimal learning environments that foster well-being.
In light of the positive outcomes identified in the Kaleidoscope Program, Brown and her team are committed to expanding the arts-integrated approach to other preschools.
Helen Eaton, CEO of Settlement Music School, highlighted that the research-based framework not only enhances programming at Kaleidoscope but also underscores the vital role that arts play in early childhood education.
“Arts integration fundamentally changes how children prepare for kindergarten,” Eaton asserted.
The significant investment in daily arts classes at Settlement reflects the belief that repetition and consistency are key to reinforcing learning concepts.
In response to the growing demand, Brown and her colleagues have initiated the KWEST Arts initiative, which stands for “Kaleidoscope Wants Everyone Succeeding Together through the Arts.”
This outreach program aims to share research-backed strategies with other early childhood educators, empowering them to incorporate creative practices into their classrooms.
“Even without a full-time arts educator, regular teachers can adapt techniques, like using singing to ease transitions,” Brown noted.
Currently, a soft launch of the initiative is taking place at five schools, four in Philadelphia and one in Denver, with plans for further expansion based on feedback from educators.
As Brown’s research continues to evolve, it presents a compelling case for the critical importance of arts in early childhood education, suggesting that creativity and emotional well-being can significantly enhance learning outcomes for young learners.
image source from：https://whyy.org/segments/the-arts-help-kids-learn-a-scientist-dug-into-how-at-philadelphia-school/
