“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 explains how to adapt to new ways of thinking about art . . . unreservedly recommended for school district, college, and university library Teacher Education instructional reference collections.” —The Midwest Book Review

“It’s vital that young children be given the freedom to express their creativity through open-ended art experiences. Open-Ended Art for Young Children highlights the theory behind open-ended art practices, potential challenges educators may face, and practical strategies for incorporating these practices in classrooms. I highly recommend it!” —Deborah McCoy, MS Ed, assistant vice president for education, The Strong National Museum of Play

“Drs Galuski and Bardsley explain from every angle what early childhood educators really mean by the concept of open-ended art. I love how they invite teachers to reflect on how they feel or what they think about open-ended art. I will definitely want to give it as required reading for my undergraduate and graduate students in their courses of early childhood education.” —Tamar Jacobson, PhD, author of Everyone Needs Attention, professor, Rider University, NJ

Dr. Tracy Galuski has worked in the field of early childhood education for many years. Serving initially as a toddler teacher, she moved into different roles such as preschool teacher, child care program administrator, training specialist with both the Child Care Resource Network and Success by 6 at the United Way, and finally as a college professor at SUNY Empire State College. Dr. Galuski served for many years on the board for Association for the Education of Young Children of Western New York, the New York State Association for the Education of Young Children, and Directors and Leaders in Western New York. She was awarded the Level 3 Early Learner Training Credential in 2010, and she continues to offer training on a wide variety of topics in the local community.

Dr. Mary Ellen Bardsley, an associate professor at Niagara University, has been involved in early childhood education for over fifteen years. Dr. Bardsley holds a doctoral and master’s degree from the University of Buffalo and bachelor’s degrees from Cornell University and Medaille College. She initially served as a Head Start teacher in Buffalo, New York. Through her position with Head Start she became involved in the local early childhood community serving in various roles for the board for the for Association for the Education of Young Children of Western New York, the New York State Association for the Education of Young Children, ACEI, and the New York State Association of Early Childhood Educators. She has the Level 3 Early Learner Training Credential (New York State).

Introduction
Part 1: Planning the Environment
Chapter 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: Getting Families on Board: Why aren’t you sending home any work?
Part 2: Art and Child Development
Chapter 5: Infants: What does art look like in the infant classroom?
Chapter 6: Toddlers: Do messy toddlers really need free access to materials?
Chapter 7: Preschoolers: What does art look like in the preschool classroom?
Chapter 8: School-Age Programs: What does art look like in an afterschool program?
Chapter 9: Sensory Activities and Children with Special Needs: What Do I Need to Consider?
Part 3: Finding New and Different Techniques
Chapter 10: Strategies and Techniques: Where do I find something new and different to use in the classroom?
Chapter 11: Art Materials: How Can We Stretch Our Dollars?
Chapter 12: Art Appreciation: I don’t know much about different artists, so how do I teach children to appreciate art?
Chapter 13: What's Next? Now That I See Art Differently, Where Do I Find New Ideas?
Recommended Children’s Books and Resources
References