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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
FullText Text:
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Childrens+Art%22">Childrens Art</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Ability%22">Cognitive Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Freehand+Drawing%22">Freehand Drawing</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Painting+%28Visual+Arts%29%22">Painting (Visual Arts)</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: 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.)
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  Data: 2008
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      – SubjectFull: Cognitive Ability
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      – SubjectFull: Freehand Drawing
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      – SubjectFull: Australia
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