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UNDER CONSTRUCTION: Images of the Child in Art Teacher Education1

Did my students understand that what is "typical" is not necessarily normal, desirable, or stable?

Early childhood art education has long relied on developmental information as the basis of its curricular theory and instructional practice. Several years ago, a survey conducted by Jeffers (1993) indicated that, among a range of topics addressed in art methods courses for prospective art and classroom teachers, three elements emerged as staples: studio processes, pedagogical issues, and developmental theory. In the intervening decade, however, the "grand narrative" provided by accounts of typical, universal stages of development in art, as in other aspects of human experience, has come to be ...

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