Children's Drawing and Painting from a Cognitive Perspective: A Longitudinal Study

Autor/in	Lambert, E. Beverley
Titel	Children's Drawing and Painting from a Cognitive Perspective: A Longitudinal Study
Quelle	In: Early Years: An International Journal of Research and Development, 25 (2005) 3, S.249-269 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
Schlagwörter	Childrens Art; Cognitive Processes; Cognitive Ability; Preschool Children; Freehand Drawing; Longitudinal Studies; Painting (Visual Arts); Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Denkfähigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Drawing; Zeichnen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Malerei; Ausland; Australien
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.) (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10