An Experiment in the Use of Drawing to Promote Cognitive Development in Disadvantaged Preschool Children in Israel and the United States. Final Report.

Autor/inn/en	Mooney, Ross L.; Smilansky, Sara
Institution	Ohio State Univ., Columbus. Research Foundation.
Titel	An Experiment in the Use of Drawing to Promote Cognitive Development in Disadvantaged Preschool Children in Israel and the United States. Final Report.
Quelle	(1973), (200 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Art Activities; Art Materials; Art Teachers; Cognitive Development; Cross Cultural Studies; Disadvantaged Youth; Kindergarten; Language Acquisition; Preschool Children; Preschool Curriculum; Israel + Suchen Sie Ihr Suchwort? Künstlerische Tätigkeit; Art teacher; Kunsterzieher; Kunsterzieherin; Kognitive Entwicklung; Cultural comparison; Kulturvergleich; Benachteiligter Jugendlicher; Sprachaneignung; Spracherwerb; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	This cross-cultural study investigated methods of using drawing to develop the cognitive abilities of disadvantaged preschool children. Five teaching methods were compared in parallel programs in Tel-Aviv, Israel and Columbus, Ohio. The Traditional Method, in which materials are supplied but are not used to emphasize cognitive development was used in the control group. The four experimental groups employed the (1) Discussion Method, (2) Observation Method, (3) Touch Method, and (4) Technical Training Method to amplify what the children know of the subjects they draw, and what they can do in the drawings. The sample consisted of a total of 215 prekindergarten and 228 kindergarten children in both countries. Instruments to assess artistic development and cognitive performance were developed. Results indicate that experimental teaching methods produced significant gains while the control method did not. Methods of observation and drawing technique were most effective, and the results were generally similar for both national groups. It is concluded that (1) drawing is an effective medium for developing cognitive abilities when carefully designed methods are employed, and (2) disadvantaged children from the two countries have similar needs and potentialities. (DP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC