Can Drawing Facilitate Problem-Solving? An Exploratory Study
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| Title: | Can Drawing Facilitate Problem-Solving? An Exploratory Study |
|---|---|
| Language: | English |
| Authors: | Lambert, E. Beverly |
| Source: | Australian Journal of Early Childhood. Jun 2006 31(2):42-47. |
| Availability: | Early Childhood Australia. P.O. Box 7105, Watson, ACT 2602, Australia. Tel: +61-2-6242-1800; Fax: +61-2-6242-1818; e-mail: publishing@earlychildhood.org.au; Web site: http://www.earlychildhoodaustralia.org.au |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2006 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Preschool Education |
| Descriptors: | Preschool Children, Problem Solving, Teaching Methods, Metacognition, Freehand Drawing, Coping, Thinking Skills, Foreign Countries, Longitudinal Studies, Case Studies |
| Geographic Terms: | Australia |
| ISSN: | 0312-5033 |
| Abstract: | This article presents an exploratory study into the use of diagrammatic representation to aid problem-solving. It consists of a case study of one preschooler (3.9 years) who over a 12-month period was encouraged to use drawing as a way of reasoning about daily problems or issues. For this child, diagrammatic representation was found to facilitate effective reasoning as well as the use of metacognitive strategies. The implications for educational practice are discussed. (Contains 4 drawings.) |
| Abstractor: | As Provided |
| Number of References: | 15 |
| Entry Date: | 2008 |
| Access URL: | https://www.earlychildhoodaustralia.org.au/australian_journal_of_early_childhood/ajec_index_abstracts/ajec_vol_31_no_2_march_2006.html |
| Accession Number: | EJ804872 |
| Database: | ERIC |
| Abstract: | This article presents an exploratory study into the use of diagrammatic representation to aid problem-solving. It consists of a case study of one preschooler (3.9 years) who over a 12-month period was encouraged to use drawing as a way of reasoning about daily problems or issues. For this child, diagrammatic representation was found to facilitate effective reasoning as well as the use of metacognitive strategies. The implications for educational practice are discussed. (Contains 4 drawings.) |
|---|---|
| ISSN: | 0312-5033 |
