Bulletin of the Graduate School of Education, Hiroshima University. Part 1, Learning and curriculum development Issue 57
2008-12-26 発行


The Significance of Teachers' Verbal Support for "As if" Drawings by Children
Wakayama, Ikuyo
The purpose of this study is to show the significance and underlying cognitive mechanism of "as if" drawing activity, and to discuss the importance of teaches' verbal support for "as if" drawing activity. Generally, most preschool and nursery school teachers consider that "as if" drawing activity is an important form of artistic play for children. However, teachers tend to focus on the art materials but pay much less attention to the effects of verbal support on "as if" drawing. Similarly, the earlier art educational researchers focused on artistic expression. They also have not indicated the significance of "as if" drawing for cognitive development of children, have not clarified the cognitive process of "as if drawing, and have not shown what is the effective verbal support for children's "as if" drawing. By contrast, psychological studies suggested that 1) "as if" drawing consists of the following three cognitive components: schema, exploration,and available information of object, 2) children need the verbal support by teachers in order to use their schema, and 3) the teachers" verbal support activates and develops children's schema. Therefore, it was concluded that teachers' verbal support plays an important role to foster children's creativity through "as if" drawing activity.
As if drawing of children
verbal support
perceptual cycle theory