[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-280725-105":53,"doc-detail-280725-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","learning-craft-skills-exploring-preschoolers-craft-making-process","Learning Craft Skills - Exploring Preschoolers' Craft Making Process","","This study explores a preschooler craft-making process involving 18 preschool novices who cut fabric bag pieces and designed and printed patterns to decorate the bags. The research examines how children perceive, verbalise, and interpret the craft process, and how embodied bodily expressions support explanation of learned craft skills. Using a videographic method with two preschool groups’ stamp printing activities and individual interviews, the analysis focuses on embodied expressions. Results show children could explain the making phase, sometimes compensating for missing words with gestures and facial expressions, and reveal perceiving, making, and interpretation skill-learning phases.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/learning-craft-skills-exploring-preschoolers-craft-making-process/280725/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/learning-craft-skills-exploring-preschoolers-craft-making-process/280725.png","ImageObject",442,249,{"name":88,"@type":89},"Jasmine","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-11-03","2026-09-16",true,{"@type":98,"interactionType":99,"userInteractionCount":40},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What craft-making task did the preschool novices perform?","Question",{"text":108,"@type":109},"Children cut pieces for fabric bags and designed and printed patterns to decorate the bags, engaging in a small-scale holistic craft process.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"How did the study examine children’s understanding of craft-making?",{"text":113,"@type":109},"The study used a videographic method: stamp printing activities were recorded for two preschool groups and each child was interviewed individually.",{"name":115,"@type":106,"acceptedAnswer":116},"What did the results show about children’s ability to explain making?",{"text":117,"@type":109},"All children could sufficiently explain the making phase, and some compensated for missing words using bodily and facial expressions and gestures.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},280725,1791730131,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":40,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":30,"language":135,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":61,"update_tm":139,"read_time":140},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Learning craft skills: exploring preschoolers craft making process  \nLearning craft skills: exploring preschoolers’ craft-making  \nprocess  \nVirpi Yliverronen and Pirita Seitamaa-Hakkarainen  \nAbstract  \nThe aim of this study was to explore a preschooler craft-making process in which 18 preschool novices cut pieces for fabric bags and designed and printed patterns to decorate the bags. Through the task, children were familiarised with a small-scale holistic craft process. The intention was to determine how preschoolers perceived, verbalised and interpreted the craft-making process and how children used bodily expressions when explaining a learned craft skill. The present study relies on the videographic method: two preschool groups’ stamp printing activities were recorded, and each child was interviewed individually. Children’s embodied expressions were particularly in focus in video analysis. The results reveal that all the children were able to sufficiently explain the making phase, however, some children compensated for missing words using bodily and facial expressions and gestures when talking about making. The results showed that children worked logically, and the skill learning phases of perceiving, making, and interpretation were revealed from their learning.  \nKey words  \nPreschoolers, craft making process, verbalisation, embodiment, holistic craft  \nIntroduction  \nThe recently launched Finnish National core curriculum reform for pre-primary and comprehensive school levels will be implemented in 2016 (Opetushallitus, 2014) . The aims of the pre-primary education curricula are connected more closely to basic education, targeted to form a consistently progressive entity as well as a foundation for growth and lifelong learning (Esiopetuksenopetussuunnitelman perusteet, 2014, p. 12). Despite the harmonisation of curricula, pre-primary education remains part of early childhood education for children six to seven years old. Child-centred teaching approaches, learning through play, and instilling a passion for learning are the general objectives of pre-primary education (NCCPE, 2010). Pre-primary education consists of five different broad areas: expression, language, community, environment, and growth and development. Handicrafts belong to the area of expression, aiming to provide children holistic experiences of craft processes. The holistic craft process consists of designing, making, and evaluating phases (Pöllänen, 2009), and it emphasises children’s own senses, perceptions, and experiences (EOPS, 2014, p. 31) . In handicraft the designing and making are both multi-modal processes that require problem solving processes as well as hand, mind and eye coordination. However, there is a lack of research related to the study of preschoolers’ craft learning. This article seeks to contribute to the research on the educational values of early childhood education and craft learning by focusing on children’s multimodal and embodied aspects of handicrafts. The focus of the present study was to analyse preschoolers’ craft-making process, especially the embodiment of the preschoolers’ craft learning. Young children’s craft making involves embodied knowledge that is expressed through gestures and facial expressions. In this article, we focus on the children’s verbal and non-verbal descriptions of previously learned craft skills. Studies that focus on young children’s craft making and embodied knowledge are rare.  \nLearning craft skills: exploring preschoolers craft making process  \nEssentially, craft making is seen as a creative process that requires the transformation of visual ideas into material forms (Kangas, Seitamaa-Hakkarainen, Hakkarainen, 2013) . To learn new craft skills, students need to experiment, handle, and think using materials and tools. Preschool-aged children are active and interested in everything; they have a desire to explore and learn about different things. They learn by experimenting, and they express their feel","cbCaimCu38OGFLc9","https://ap.wps.com/l/cbCaimCu38OGFLc9","pdf",305629,"English","# Abstract\n# Introduction\n## Background and curriculum context\n## Holistic craft processes and multimodal learning\n# Learning craft skills: exploring preschoolers craft making process\n## Craft making as transformation and experimentation\n## Holistic phases: designing, making, evaluating\n## Support for language and narration in crafts","[{\"question\":\"What craft-making task did the preschool novices perform?\",\"answer\":\"Children cut pieces for fabric bags and designed and printed patterns to decorate the bags, engaging in a small-scale holistic craft process.\"},{\"question\":\"How did the study examine children’s understanding of craft-making?\",\"answer\":\"The study used a videographic method: stamp printing activities were recorded for two preschool groups and each child was interviewed individually.\"},{\"question\":\"What did the results show about children’s ability to explain making?\",\"answer\":\"All children could sufficiently explain the making phase, and some compensated for missing words using bodily and facial expressions and gestures.\"}]","Learning Craft Skills - Exploring Preschoolers' Craft Making Process | PDF",1789555867,6]