Children's Interactions as They Draw: Hypotheses About Peer Influence on Representational Awareness.

Autor/inn/en	Copple, Carol E.; und weitere
Titel	Children's Interactions as They Draw: Hypotheses About Peer Influence on Representational Awareness.
Quelle	(1981), (16 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Abstract Reasoning; Childrens Art; Comprehension; Concept Formation; Early Childhood Education; Elementary School Students; Freehand Drawing; Interaction; Kindergarten Children; Peer Influence; Preschool Children; Verbal Communication; Young Children + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Verstehen; Verständnis; Concept learning; Begriffsbildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Drawing; Zeichnen; Interaktion; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühe Kindheit
Abstract	Environmental influences on the development of children's reflective capacities and their knowledge of freehand drawing were investigated among preschool, kindergarten and first-grade children. One aspect of the social context of drawing was considered: the interactions that take place when children draw in the company of peers. Tapes of children's interactions while involved in art activities were collected in regular classroom and small group settings at intervals of 2 to 3 weeks throughout the school year. In the small group setting the researcher provided the children with drawing materials and suggested a subject for the children to draw. Classroom data were collected to ensure that small group interactions were typical of everyday classroom behavior. Previous research provided instances of six categories of children's understanding of the nature of drawing. These categories are briefly discussed and children's utterances related to the categories are included as examples. Four types of peer interaction that influence children's drawing behavior are identified from inspection of the taped conversations. For example, it is suggested that peer questions and critiques may promote a tendency in some children to take a reflective stance toward their drawings. Illustrative instances of children's talk are given for each type of interaction. Discussion of the findings of this study focuses on how two aspects of reflexive abstraction operate in peer drawing experiences. (Author/RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC