Bulletin of the Graduate School of Education, Hiroshima University. Part 1, Learning and curriculum development Issue 50
2002-02-28 発行


Development of drawing and spatial cognition in young children
Taguchi, Masanori
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.
Intellectual realism
Drawing Spatial cognition
Young children