Abstract
In this study, two boys, Shinji and Tetsuo, were longitudinally tracked from the last year of kindergarten through first grade in elementary school, revealing their “attitudes toward art activities”. The method involved analysis of children’s art activities from the viewpoint of the three elements composing children’s “attitude towards art activities”. As a result, some attitudes towards art activities in the last year of kindergarten and first grade in elementary school continued, while some new attitudes were formed in the elementary school culture. Regarding this result, we discussed the development of attitudes toward art activities with consideration of individual differences and the necessity of organizing approaches and a start curriculum to ensure continuity, as well as the need to further clarify individual differences.
