Imagine you are walking into an early childhood environment. Stop at the door and take a look around. What do you see? Try looking in the corner or by the window, and chances are it won't be long before a paint-splattered easel or cheery pots of paint catch your eye. Indeed, we could argue that these 'painting basics' are an integral part of the early years landscape.
Yet, while we can easily expect to find these basics in any setting, do we know why painting in early childhood is so important? Do we know how to encourage and stimulate painting experiences? Are we aware, as educators, of the impact that our involvement has on young children's painting experiences?
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