PROFESSIONAL ARTICLE REVIEW

Deanna Boerstler
EDUC 323
23 September 2014
Professional Article Review
Shades of Pink: Preschoolers Make Meaning in a Reggio-Inspired Classroom discusses
the importance of collaborative, hands-on learning in early childhood classrooms (Kim, 2012).
This research study shows how art is used as a vehicle for students to express ideas and concepts
and demonstrate understanding in a preschool setting. By allowing young students to explore
color mixing through their own means, the students carefully observed the world around them
and made meaningful hypotheses that were then tested and proved true with the teachers
guidance. Therefore, this study proves that, Children are capable of making meaning through
creating learning experiences for themselves (Kim, 2012, p. 50).
This article shows the amazing capability of young students to observe and understand
with very little adult leadership. By allowing the children to experience mixing colors on their
own, they developed their own color theory and catalogue for naming colors (Kim, 2012).
Although much of the recorded childrens dialogue is difficult to follow, there is deep
understanding demonstrated within it. Silvia, a student, stated, Because I put more white, and
then Nell put some more red in so she has darker, she put red in it and I had white and the white
was a little bit pinkish and I added all the white in it so it went light pink (Kim, 2012, p. 48).
Silvia is showing her understanding of mixing shades of the color pink in relation to amounts of
hues. Because she gained this knowledge through authentic learning, she can clearly
communicate what she knows to be true. When the students had a misconception about color and

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light, the teacher used guided questions to direct them to the correct truth so that the learning was
still their own.
The Reggio concept Kim discusses, that art is a tool for discovery and learning (p. 44),
is intergraded in all of my own personal beliefs about art education. Personally, I have found that
experiences when I developed knowledge on my own, I remember it the best. For example, I
have recently been teaching myself to crochet. A friend once showed me, but I could never
remember and always had to keep asking her to fix my mistakes. By trying a new approach of
watching tutorials and gathering information on my own in that way, I have learned so much
more. I can now do multiple stitches and have successfully created many pieces.
The example in this article uses the environment as a means to learn art (in this case,
color theory), but the reverse is also a valuable tool. Art can be used to delve deeper into the
world around us or, more specifically for educational environments, academic subjects. Kim
states, during art activities, children test their theories, interact with materials and people and
make meaning from these interactions, and at the same time, become sensitive to the
environment around them (p. 44). In my classroom, I plan on using art as a means to allow
students to become acquainted with materials and information from all disciplines. Finding
interests, like the children being intrigued with the flowers vibrant colors that led to a color
exploration (Kim, 2012, p. 45), allows for students to question, examine, and build
understanding in an engaged mindset. This then allows for authentic, lifelong learning.
However, an approach such as this can be scary, especially for new teachers. It requires
the teacher to step back and become an facilitator. To make learning authentic, it must be
developed and refined primarily by the student and his/her peers. Therefore, the teacher moves
from the engine pulling the train to a guide along the path pointing in the right direction. While

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PROFESSIONAL ARTICLE REVIEW

the teacher may still have a desired destination for her students (learning goals) this may change
and evolve depending on the students approaches and thinking processes. Allowing for this
openness is difficult; however, in the long run, it will be more beneficial for the students.
I am interested in learning how this approach adapts to secondary education. One would
assume that students encouraged to think and learn in this exploratory manner throughout their
educational career would be creative and innovative thinkers for life. However, if this approach
is introduced to students later on would they be as receptive and open to authentic learning
situations? Is there a way to slowly introduce students to this approach so that it can then be
integrated more easily and thoroughly into the classroom?
The knowledge of color theory students gained through the authentic learning
environment with flowers and light was beyond their ages. If these types of leaning
environments could be translated to all subjects and classrooms, the effect could be drastic.
Therefore, art should be considered a valuable approach to authentic learning.

References
Kim, B. S. (2012). Shades of pink: Preschoolers make meaning in a reggio-inspired classroom.
YC Young Children, 67(2), 44-50.