Graphic-plastic expression in early childhood: A pedagogical and didactic alternative

Abstract

This article is intended to understand the relationships established by the teachers between discourses and
practices dealing with graphic-plastic expression and its influence on didactic and pedagogical strategies
developed with three-to-five year old children. Such discourses used by teachers, impact their classroom
practices and it is concluded that this form of art allows not only to integrate art skills and abilities but also
to create environments in which children can express their views about the world.