Children’s artistic engagements are increasingly taken seriously as investigative, relational, and meaning making processes involving various fabrications and compositions and multiple ways of knowing. This is a shift from thinking about children's artistic engagements as primarily individual, self-expressive, emotional representations. Rather, artistic engagements are understood as complex, intertextual, performative, material practices that produce particular
worlds and meanings.

As such, we are interested in what art is, what it does, and how it matters in early childhood educational settings. We invite submission of papers that address the visual arts in early childhood from a variety of perspectives, particularly those that offer an alternative to conventional understandings of children's art making. In addition we are interested in contributions that:

  1. Propose innovative ways of thinking about the visual arts in early childhood education.
  2. Conceptualize children’s artistic engagements and experimentations through relational-materialist, eleuzian, and Indigenous perspectives.
  3. Explore the interconnections of contemporary art/artists and early childhood contexts.
  4. Experiment with visual/textual forms of representing children’s artistic experimentations and forms of world-making.

Educators, researchers, and artists are invited to submit a 250 word abstract for this issue of Canadian Children focused on Visual Arts in Early Childhood Education to Sylvia Kind by August 15, 2014. If the abstract is accepted, the manuscript is due by January 31, 2015. Once the review process has been completed, accepted papers must be resubmitted by July 31, 2015.

Abstracts and papers can be submitted via email to Sylvia Kind ( and copied to For further information or inquiries, please contact the special issue guest editor directly: Sylvia Kind.

Article Download: