幼児期の描画発達と空間認知の発達との関連

Development of drawing and spatial cognition in young children

Taguchi Masanori

広島大学大学院教育学研究科紀要. 第一部, 学習開発関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part 1, Learning and curriculum development

his paper identifies the factors that lead young children to make intellectual realism drawings and discusses the relationship between the development of children's drawings and their spatial cognition. Based on previous studies, the factors that cause children to make intellectual realism drawings are: drawing skills in hidden-line elimination, understanding of task content, production error in favor of canonicality, intention to communicate array-specific information, and development of spatial cognition. Examining the influence of the latter four factors, it was showed that the development of spatial cognition is the most important factor. In terms of the relationship between development of children's drawings and spatial cognition, this review suggest that several developmental changes occur even at the intellectual realism stage of children's drawings. As young children integrate other's and their own viewpoints, their ability to make visual realism drawings improves ; that is, they are able to draw an object as they see, not as they know.

知的リアリズム

描画

空間認知

幼児

Intellectual realism

Drawing Spatial cognition

Young children

Education [ 370 ]

jpn

広島大学大学院教育学研究科

国立情報学研究所

[ISSN] 1346-5546

[NCID] AA11618554