Art Show Celebrates Preschool Students
GREENFIELD – Colors and textures transformed a board room into an art gallery as dozens of families admired the works of preschool students last week.
The Week of the Young Child
Greenfield-Central’s Cougar Cubs preschools hosted an art show on April 12 in celebration of The Week of the Young Child. This event aimed to highlight the importance of early childhood education and promote the well-being and development of young children, aligning with the Sustainable Development Goal 4: Quality Education.
A Celebration of Creativity
The art show featured each student showcasing at least three pieces of art from their busy school year, along with several class collaborative projects. The room that typically hosts G-C school board meetings was transformed into a vibrant celebration of creativity and artistic expression.
Morgan Riley, a parent with two children in the program, expressed her excitement about seeing her children’s artwork firsthand. She mentioned that her children often talk about their activities at school, but seeing their creations in person allows her to truly appreciate their artistic growth.
Luke McIntosh, a 5-year-old student, proudly displayed his artwork to his mothers Teressa and Katie. Teressa shared that Luke had been eagerly anticipating the art show for weeks and has thrived both academically and socially at Cougar Cubs. This demonstrates the positive impact of early childhood education on children’s development, aligning with the Sustainable Development Goal 3: Good Health and Well-being.
A Diverse Array of Artwork
The showcased artwork encompassed a wide range of mediums and techniques, including colored clay, weaving, coffee filter diffusion art, and more. The preschoolers also drew inspiration from children’s book author and illustrator Eric Carle. After reading Carle’s books, the students spent several days creating painted, textured pieces using potato stamps, bubble wrap, forks, and other materials. These individual pieces were then combined to create large masterpieces such as a duck, bear, sun, and ladybug.
Teacher Katie Liggett highlighted the collaborative nature of the preschoolers’ artwork and its positive impact on their development. Working together not only fosters teamwork but also enhances fine motor skills, aligning with the Sustainable Development Goal 10: Reduced Inequalities.
Liggett, who is also a parent of a preschooler, expressed her admiration for the creative process and the inspiration it brings to the children. By studying an author like Eric Carle, the students are encouraged to think bigger and explore their own possibilities in the future.
Recognizing the Importance of Early Childhood Education
Dawn Sonsini, director of preschool and early learning for the G-C corporation, commended the Cougar Cubs team for their creativity and commitment to promoting holistic child development. She expressed gratitude towards students, families, staff, and the community for their support of the art show and the preschool program.
Sonsini emphasized that The Week of the Young Child serves as a reminder of the crucial role early childhood education plays in shaping children’s academic success. The art show provided a joyful culmination of the school year, celebrating the talents of the youngest learners and their ability to bring joy into the classrooms, aligning with the Sustainable Development Goal 4: Quality Education.
SDGs, Targets, and Indicators
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 4: Quality Education
- SDG 5: Gender Equality
- SDG 10: Reduced Inequalities
- SDG 11: Sustainable Cities and Communities
The article discusses the art show organized by Greenfield-Central’s Cougar Cubs preschools, which highlights the importance of quality education for young children. It also mentions the involvement of families and the community, promoting gender equality and reduced inequalities. The event taking place in a school board meeting room also connects to the goal of sustainable cities and communities.
2. What specific targets under those SDGs can be identified based on the article’s content?
- Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education so that they are ready for primary education.
- Target 5.5: Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic, and public life.
- Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status.
- Target 11.7: By 2030, provide universal access to safe, inclusive, and accessible, green, and public spaces, in particular for women and children, older persons, and persons with disabilities.
The article highlights the preschool’s efforts to provide quality early childhood education, promoting gender equality through the participation of both boys and girls in the art show. It also emphasizes the inclusion of all students, regardless of their background, and the importance of creating a safe and accessible space for children.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Indicator 4.2.1: Proportion of children under 5 years of age who are developmentally on track in health, learning, and psychosocial well-being, by sex.
- Indicator 5.5.1: Proportion of seats held by women in national parliaments and local governments.
- Indicator 10.2.1: Proportion of people living below 50 percent of median income, by age, sex, and persons with disabilities.
- Indicator 11.7.1: Average share of the built-up area of cities that is open space for public use for all, by sex, age, and persons with disabilities.
The article does not explicitly mention these indicators, but they can be used to measure progress towards the identified targets. For example, tracking the proportion of children under 5 years of age who are developmentally on track can assess the effectiveness of the preschool’s early childhood development programs. Similarly, monitoring the proportion of seats held by women in local governments can measure progress towards gender equality in decision-making positions.
4. SDGs, Targets, and Indicators Table
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education so that they are ready for primary education. | Indicator 4.2.1: Proportion of children under 5 years of age who are developmentally on track in health, learning, and psychosocial well-being, by sex. |
| SDG 5: Gender Equality | Target 5.5: Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic, and public life. | Indicator 5.5.1: Proportion of seats held by women in national parliaments and local governments. |
| SDG 10: Reduced Inequalities | Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status. | Indicator 10.2.1: Proportion of people living below 50 percent of median income, by age, sex, and persons with disabilities. |
| SDG 11: Sustainable Cities and Communities | Target 11.7: By 2030, provide universal access to safe, inclusive, and accessible, green, and public spaces, in particular for women and children, older persons, and persons with disabilities. | Indicator 11.7.1: Average share of the built-up area of cities that is open space for public use for all, by sex, age, and persons with disabilities. |
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Source: greenfieldreporter.com
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