Several characteristic features of children's representations.

Autor/inn/en	Dulama, Maria Eliza; Ilovan, Oana-Ramona; Vanea, Cornelia
Titel	Several characteristic features of children's representations.
Quelle	In: Acta didactica Napocensia, 2 (2009) 4, S. 75-90Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1504-9922; 2065-1430
Schlagwörter	Bildungsforschung; Wahrnehmung; Unterricht; Bild; Konzept; Prozess; Umgebung; Europa; Rumänien
Abstract	The purpose research was to test the following hypothesis: 6 and 7 year old old children´s representations are strongly influenced by the environment they live in. Representations are internalised models of objects, phenomena and events, independent of the use of our senses and of the presence or absence of objects. Research was conducted in Floresti Kindergarten, Cluj county, during the 2008-2009 school year. The sample was represented by twelve children in their last year of kindergarten, preparing for school. The authors analysed nine of those children´s drawings and identified the representations that appeared in several of children´s drawings and in the same child´s drawings for several times, then they identified for each child her or his singular representations and compositions as a reflection of the world they were living in or of an imaginary world. Analysis of the children´s drawings confirmed the hypothesis that 6 and 7 year old children´s drawings are influenced by their environment. The authors noticed the following: kindergarten children´s drawings are very diverse, but they are characterised by a certain peculiarity of the place they inhabit; some objects appeared more often than others, and that meant that kindergarten children knew them better and could represent them graphically more easily; kindergarten children preferred drawing familiar objects that they had drawn before; some drawings included the essential features of the represented objects and that proved that kindergarten children had the respective concept and could represent it in drawings, while one could not identify other objects without writing down what the child said he or she meant.
Erfasst von	Externer Selbsteintrag
Update	2010/2