Why Starting Art Classes Early Makes a Lasting Difference

As parents, we’re often encouraged to prioritise maths, reading and writing in the early years and rightly so. However, one area that is sometimes viewed as an optional extra is art. What I’ve seen first-hand is that early exposure to art can make an extraordinary difference later on, particularly when a child reaches secondary school and chooses GCSE Art.

This is a story about my daughter, Rachel, and how the small, sometimes imperfect art experiences of her childhood quietly laid the foundations for the confident, capable artist she is becoming today.

Spotting the Spark Early

When Rachel was at Nursery School I began to notice something. She was naturally drawn to colour, to drawing, and to experimenting creatively without fear. While other activities came and went, art consistently held her attention. She loved trying, exploring and making.

When she was in Year 2, I found an art class near where we lived in London. It was, to be honest, quite pricey but I had a hunch that the investment would be worthwhile – not necessarily in polished outcomes, but in something deeper.

The Value of Early Art Classes (Even When Results Aren’t Instant)

Rachel attended that art class for about a year. During that time, she produced some lovely pieces of work. If I’m being completely honest, I remember feeling slightly underwhelmed at times. As a parent, you secretly hope for dramatic leaps in skill – instant techniques mastered, obvious improvement week by week.

That wasn’t really the point.

What was happening was far more important:

• She loved being there

• She was surrounded by other aspiring young artists

• She was exposed to different materials and projects

• She was encouraged consistently by a kind, nurturing teacher

Her teacher praised her effort, her ideas and her willingness to experiment. That encouragement mattered. It built confidence, not perfection.

Gaps, Practice and Coming Back to Art

When we moved house, Rachel had to leave that class. For a while, she didn’t attend any formal art clubs. A few years later, when I started an art club at her school, she joined in again.

This weekly session became another important layer of practice. She didn’t love every project and that’s okay. What it gave her was:

• Regular creative time

• Exposure to a range of techniques and themes

• The habit of sticking with a creative process

Even when pieces didn’t turn out how she hoped, she was learning resilience, problem-solving and reflection – all essential skills for GCSE Art.

Fast Forward to Year 11

At present Rachel is taking Art at GCSE level and her work has reached a whole new level of maturity. This week she completed her GCSE Art mock, a grueling two day exam which involved a huge amount of preparation, planning and independent thinking. I'm pleased to say that the final result is incredible! As you can see, it's all based around her love for music and nature!

The detail in her work is phenomenal. The ideas are entirely her own. She can articulate her creative decisions, refine her work and push herself further. These are skills that she has been building on, layer by layer throughout her school career and they are now coming to fruition.

Why Starting Early Really Matters

Looking back, I can’t help but feel that those early art classes played a significant role in getting her here. Not because they turned her into a technical expert overnight, but because they:

• Built confidence with materials

• Normalised creative exploration

• Removed fear of “getting it wrong”

• Encouraged original thinking

• Made art something she enjoyed, not feared

By the time GCSE Art demanded independence, resilience and self-motivation, those skills were already there.

Final Thoughts for Parents

If you’re wondering whether early art classes are “worth it,” I would encourage you to think long-term. The benefits are often subtle at first. Progress may not look dramatic, and improvement isn’t always obvious from one piece of work to the next.

Enjoyment, confidence and familiarity with materials quietly build over time. Those early experiences help children develop a positive relationship with art — one rooted in curiosity rather than pressure.

When a child reaches secondary school and art becomes more demanding and self-directed, that foundation can make a real difference. Starting art classes early doesn’t just support technical skill, it nurtures resilience, creative thinking and belief in their own ideas. These are qualities that allow young artists to grow and truly flourish!