An Analysis of the Student Teachers` Facilitation of the Development of Creative Expression and Aestheticism among Infant Learners in Art and Design

This study analyzed how student teachers facilitate the development of creativity and aestheticism among infant learners. Informed by Howard Gardner`s Theory of Multiple Intelligence, Psychoanalytic Theories and Piaget`s Theory of Cognitive Development, this paper followed the case study design. The study was carried out at three government primary schools in Harare. Five student teachers, five mentors and their 200 infant learners were involved in the study. Data was collected through interviews, observations and document analysis. The findings revealed that success in children`s creative and aesthetics development depends on effective school support systems like: staff development programmes, adequate resources and supervision. The teacher`s understanding of developmental art stages helps to plan effective lessons. Children respond to visual triggers, attention - grabbing learning / teaching aids and a relaxed classroom atmosphere. Findings also indicated that strictly prescribed guidelines and an authoritarian outlook in Art and Design lessons curtail creativity and aestheticism. Children need time to discover, experiment, learn from mistakes, adjust and realign ideas for them to develop creativity.