"Do not touch it!" Today's children's visual competencies in comparison with the pre-digital era in light of their art educational environment.

Autor/in	Pataky, Gabriella
Titel	"Do not touch it!" Today's children's visual competencies in comparison with the pre-digital era in light of their art educational environment. Paralleltitel: "Ne dotikajte se!" Danasnje vizualne kompetence otrok v primerjavi s preddigitalno dobo v luci njihovega likovnovzgojnega okolja.
Quelle	In: CEPS journal, 10 (2020) 4, S. 75-96Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.26529/cepsj.925
URN	urn:nbn:de:0111-pedocs-216554
Schlagwörter	Kompetenz; Vergleich; Bildungsgeschichte; Kreativität; Digitale Medien; Kind; Kindergarten; Frühpädagogik; Lernbedingungen; Lernumgebung; Unterrichtsmethode; Geschichte (Histor); Kunstunterricht; Malen; 20. Jahrhundert; 21. Jahrhundert; Ungarn
Abstract	The task of twenty-first century art education is to contribute to the blossoming of the child's personality. In this article, I approach this challenge from two principal directions, both of which provide a window onto unfamiliar terrain. This project sought to answer the following research questions: How do plastic, spatial (3D) creative capacities develop, and how do they compare with the kindergarten's accustomed advancement of picture-creating, planar (2D) capabilities? How do kindergartners' skills as measured in the 1970s compare with those of kindergartners today? A follow-on project examined children's skills in the context of built environment education, asking the questions: Where, and with whom, do children find the best conditions for creation and arts education? What kinds of environments are most favourable? The results showed a clear deterioration of children's drawing development from 1974 until today, as well as from drawings in both studies to modelling today. However, a more promising discovery was that depictions of movement appear much sooner in the case of plastic arts works than in drawings. This opens the way to an orientation that in our increasingly urbanised world, can help our children grow into adults who responsibly shape our environment, sensitive to their own age, as self-possessed problem solvers, employing the toolkit of education through art. The study is based on ongoing, long-term research of the 3612+ Visual Skills Lab group, employing both qualitative and quantitative methods to evaluate the artistic proficiencies of nearly a thousand children, mostly aged 3-7, in dozens of kindergartens in Hungary, through hands-on exercises as well as surveys of teachers, parents and other interested parties. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/3