This paper reports a model for professional development for early childhood arts education. The research delivered a co-mentoring programme between early years teachers and artists, which applied a process of ‘creative exchange’, in which across a period of 2 years, 12 educators and two teaching artists participated. Common principles underpinning early childhood education and arts education include recognition of the critical role of early experiences and relationships and quality learning opportunities as foundations for positive child development. Using these common principles, early childhood educators and artists worked together as equals to provide an enriched early learning environment with improved use of space and materials in an atmosphere of “unhurried time”. Themes in the evaluation of the professional outcomes for educators and artists included increased engagement with the arts; changes in pedagogy; building relationships between artists and educators; and the importance of making time for reflection and planning. The creative exchange process led to positive changes in practice and strengthened understandings, for both educators and artists, of the capabilities of young children.

本文报告了幼儿艺术教育专业发展的模型。该研究在早期教师和艺术家之间提供了一个共同指导计划，该计划应用了“创意交流”的过程，在两年的时间里，12 名教育工作者和两名教学艺术家参与了其中。支持幼儿教育和艺术教育的共同原则包括承认早期经历和关系以及优质学习机会作为儿童积极发展的基础的关键作用。使用这些共同原则，幼儿教育工作者和艺术家平等合作，在“悠闲时光”的氛围中提供丰富的早期学习环境，改善空间和材料的使用。教育工作者和艺术家的专业成果评估主题包括增加对艺术的参与；教学法的变化；建立艺术家和教育者之间的关系；以及为反思和计划腾出时间的重要性。创造性的交流过程导致了实践的积极变化，并加强了教育者和艺术家对幼儿能力的理解。