Creation or Constraint: Anglo-Australian and Asian-Australian Teacher Response to Children's Art Making

Teacher-child talk during an art activity in four Australian child care centres, two with Australian teachers (one Japanese, one Chinese) was analysed to identify teacher responses to children's art making during the activity. Chi squared tests found that teachers did not use evaluative messages equally. The main differences were found between the use of evaluative subcategories repeat and rephrase. Both Australian teachers were found to encourage longer participation in the activity and more articulation, sharing, and extension by children of the ideas reflected in their art making. It is suggested that more attention needs to be focussed on teachers' exploration of the relationship between the making of meaning in art and in language, and in developing language to use in discussing art making with children.