The teaching of art in school has a history in which its importance has been constantly questioned. Visual arts education has long been conceived as a subject for the artistic development of those students who possessed innate abilities and that is why it was put into practice through exercises. Specifically, within the field of early childhood education, it has traditionally been associated with playfulness and pure entertainment for the little ones.
It is currently shown that art stimulates a huge group of mental abilities and processes, allows the development of cognitive and emotional capacities, in addition to stimulating the development of human skills. With this knowledge in mind, educators will be able to use music and art as learning activators linked to their pedagogical practice and curricular planning in the childhood stage.
After years of disagreement regarding the usefulness of artistic education in the educational system and its submission as a subject at the service of others, a new methodology called Art Thinking arises, which manages to unite art and education through a model based on the use of the arts as a resource to work on educational content. This methodology presented in 2017 through a book called “Art Thinking. How art can be transformed into education ”, is presented as a metadiscipline that is committed not only to the use of various types of art as an educational resource, but also to the adaptation to classrooms of the same processes used by artists to develop their projects. This proposal will consider the possibility of taking these practices to the Early Childhood Education classrooms.