4. What are some concrete ways teachers can represent the passage of time for preschoolers?

5. What arguments can early childhood advocates use to preserve the arts in the face of budget allocations favoring academic disciplines at the expense of other content areas? 6. Why, after so many years of discussion of "process, not product," do some early childhood teachers continue to plan and carry out art activities in which young children all make or do the same thing, and aim toward a finished product that can be displayed or performed for the benefit of adults?

7. What are the barriers to accepting the idea that preschoolers are capable of engaging in art appreciation? How can practitioners overcome the anxieties and inhibitions about teaching art appreciation to young children?

8. Why is it important to become more knowledgeable about art from a variety of cultures and traditions, including those represented by the children and families in your program? How can you acquire this knowledge?