Abstract
An examination of the process of aesthetic socialization at the preschool level reveals communication, through direct and indirect teacher behaviors and classroom environment, of "taken for granted" aesthetic assumptions. Examples, such as the use of naturalism or realism as the major criterion for judging art and reinforcement of social skills like diligence and neatness through art activities, are examined in light of educationist and teacher contexts. Implications include the need for examination of aesthetic assumptions and their transmission by art educators who work with young children, train teachers, and/or plan art curricula.
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