Colouring-in and Alternatives in Early Childhood

Abstract

This paper has two aims. First, it attempts to counter the arguments commonly used for the practice of young children colouring-in. The arguments used to counter colouring-in include the idea that it is a metaphor for schooling rather than education, a leveller of abilities, frequently involves a sentimental view of childhood, and, most seriously, undermines children's confidence in their own abilities. Justifications for colouring-in are examined and found to be seriously deficient. Secondly, the paper describes three alternatives that involve teaching/learning strategies to facilitate children to produce their own images. The strategies are called verbal response, conversational and perceptual. Each is concerned to extend children's abilities, stretch their imagination, provide choice, and allow for playfulness and spontaneity.