Children's Drawing and Painting from a Cognitive Perspective: A Longitudinal Study
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| Title: | Children's Drawing and Painting from a Cognitive Perspective: A Longitudinal Study |
|---|---|
| Language: | English |
| Authors: | Lambert, E. Beverley |
| Source: | Early Years: An International Journal of Research and Development. Nov 2005 25(3):249-269. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2005 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Preschool Education |
| Descriptors: | Childrens Art, Cognitive Processes, Cognitive Ability, Preschool Children, Freehand Drawing, Longitudinal Studies, Painting (Visual Arts), Foreign Countries |
| Geographic Terms: | Australia |
| DOI: | 10.1080/09575140500251855 |
| ISSN: | 0957-5146 |
| Abstract: | This paper describes a longitudinal study undertaken with 40 pre-schoolers during their last six months in an early childhood centre and their first six months at school. The study presents an investigation of the pathways that child drawers and painters make towards representational depictions. As such its primary focus is on cognitive processes. Monthly samples of 40 children's drawings and paintings were collected over a 12-month period that included the children's transition into formal schooling. CrossTabs analysis showed that the relevant cognitive abilities tended to present in clusters and that patterning may be a serious component both in its own right, as well as in facilitating representational depictions, as previously claimed by Booth. (Contains 4 tables and 15 figures.) |
| Abstractor: | As Provided |
| Number of References: | 46 |
| Entry Date: | 2008 |
| Accession Number: | EJ821054 |
| Database: | ERIC |
| Abstract: | This paper describes a longitudinal study undertaken with 40 pre-schoolers during their last six months in an early childhood centre and their first six months at school. The study presents an investigation of the pathways that child drawers and painters make towards representational depictions. As such its primary focus is on cognitive processes. Monthly samples of 40 children's drawings and paintings were collected over a 12-month period that included the children's transition into formal schooling. CrossTabs analysis showed that the relevant cognitive abilities tended to present in clusters and that patterning may be a serious component both in its own right, as well as in facilitating representational depictions, as previously claimed by Booth. (Contains 4 tables and 15 figures.) |
|---|---|
| ISSN: | 0957-5146 |
| DOI: | 10.1080/09575140500251855 |
