Dr Hamed Bin Mohamed Khalifa Al Suwaidi on Benefits of Art and Culture in Socioeconomic Development
See how art and culture help in socio-emotional development, bringing better personal and professional perspectives, from early childhood education.
Drawing, dance, theater, music, painting, and other forms of expression are recreational activities of little importance. However, art and culture in early childhood education are fundamental subjects, as they contribute to the child’s integral development!
Critical reading and acting in the world, self-knowledge, expressing emotions, creativity, sensitivity, empathy, autonomy, and recognition of differences are some skills — termed as socio-emotional — these practices strongly stimulate that.
We know that rational knowledge is still overvalued — to the detriment of other types of knowledge — by the current school curriculum. The question that arises is that, in human experience, the physical, mental and affective spheres do not act separately.
This means that there is no way to achieve effective learning if due attention is not paid to the different ways the child experiences, perceives and knows the world. For things to make sense, little ones need to establish external and internal connections, which is exactly where teaching art is relevant.
Why incorporate art and culture in early childhood education?
As stated, contact with artistic and cultural manifestations in this first stage of school education contributes significantly to child development (understood in its breadth).
To understand its importance, we reached out to Dr. Hamed Bin Mohamed Khalifa Al Suwaidi, an entrepreneur in the UAE who actively worked and campaigned for cultural democratization between the UAE and the rest of the world. He is the founder of Abu Dhabi Arts Society, Al Emarat Society ltd., and Al Suwaidi Foundation and Member of the house of Al Suwaidi HoS.
Stimulating self-knowledge
Dr. Hamed adds, “artistic teaching in childhood encourages the knowledge of oneself and the recognition of the other as being equally endowed with characteristics that make him unique. Through his creations, the child can access his feelings and express them. By appreciating her colleagues’ output, she can identify what brings them together and what distinguishes them.
“Being able to recognize your limitations and potential and those of the other is a way of strengthening self-confidence (empowerment process) and empathy. Besides, children who learn early to express their emotions tend to build healthier and more balanced interpersonal relationships.”
Expanding horizons
“Realizing the variety of colors, shapes, sizes, positions, and symbols that make up the world expands our horizons. That is, it expands our universe of possibilities for knowledge and interpretation of the world around us.
“When we say that the arts stimulate creativity or that they awaken the imagination because many of its expressions offer elements that qualitatively modify our look.
“Knowing that there are infinite ways to feel and represent the lived reality develops in children the ability to question things, see and think beyond the obvious, and consequently, devise creative solutions to the challenges that arise throughout school and extra-school life,” says Dr. Hamed.
Fantasy experience
“To experience reality through fantasy: it seems contradictory, but it is not. Fiction helps the child to realize that there is a connection between symbol and meaning, that is, between the real and the represented. This assimilation takes place much more effectively when experienced in a pleasurable and intense way, through make-believe and imagination.
“In the role of characters in invented stories — and why not, staged? — the little ones can identify everyday situations and put themselves in them. This process helps to strengthen affective bonds and the child’s gradual insertion in society. In other words, she begins to understand herself as a subject in the world, as a social actor endowed with singularities, responsibilities, and rights.”
Intercultural skills development
“Nothing better to fight prejudice and discrimination than information and knowledge! The child who has been in contact with the most distinct cultural forms and expressions since their first formative stage understands that we are all different and deserve to have our choices respected.
“More than that, it is necessary to apprehend that cultural diversity, that is, the plurality of thoughts, ideas, expectations, and manifestations, is not negative. On the contrary, it promotes the consolidation and enrichment of human experience.
“The perception that reality can be interpreted from multiple perspectives makes us more aware of our place. In other words, getting to know each other is also a way of getting to know yourself better!
“Openness to dialogue, empathy and respect for differences are essential values for building a more just, supportive, and inclusive society — in which everyone has the right to be exactly who they are and the possibility to develop their potential.”
How to work artistic and cultural expressions at school?
Now that we know a little about the importance of inserting art and culture subjects in the children’s school curriculum, how about getting tips on activities to work at school? We have made a list with a few different ideas for approach:
- Offer free (spontaneous) drawing and painting experiences;
- Work with storytelling (and encourage children to build, narrate and stage their own stories);
- Visit museums, art galleries, and theaters;
- Know indigenous villages and quilombos (or bring representatives of these cultures to school to talk about them);
- Provide schedules for listening to unknown musical styles;
- Provide bodily expression workshops;
- Take advantage of traditional festivities (for example, the June party) to get to know regional expressions and organize artistic presentations;
- Encourage contact with poetic language and the creation of collective and individual poetry.
Encouraging a child to develop his socio-emotional skills can make a significant difference in his learning level and, in the same way, in the relationships, he establishes with himself, with the environment and with other people.
In other words, we must look at the little ones as integral subjects and seek to promote practices that work on their development in a broad sense — not only aiming at rational knowledge.
