The concept of preschool art pedagogy as a space for artistic co-production between children and adults

Theories of preschool art education and pedagogy, since the late 20th century, have been reexamining their foundations in the knowledge of developmental theories and child-centered pedagogies, finding new methodological and critical tools in postmodern theories. Sociocultural theory and the sociology of childhood have contributed to the reconceptualization of modernist universalism in art pedagogy, reflected in concepts such as "stages of artistic development", "children's art" and "artistic expression as self-expression". The most significant shift in the theory of art education occurred with the recognition of social factors as relevant for the development of children's artistic expression, changing the understanding of the nature of children's artistic creation from the idea of biological determinism and universality to the understanding of it as a social phenomenon dependent on the socio-cultural context. Changes in theoretical assumptions have also led to a reexamination of pedagogical practices applied in the field of art education for preschool children, which were predominantly based on child-centered pedagogy concepts. The new understanding of pedagogy proposes equal relationships between children and adults, with social interactions identified as key factors in children's learning processes. The aim of this paper is to briefly present the theoretical framework that laid the foundation for defining co-production as a new pedagogical approach desirable in the practice of preschool art education.