A Review of Children's, Teachers' and Parents' Influences on Children's Drawing Experience

Abstract

In this article we argue that research into children's drawings should consider the context in which drawing occurs and that it is crucial to investigate the attitudes and practices of teachers, parents and children themselves that shape children's drawing experience and the drawings which they produce. We review the findings of seven empirical studies reporting data collected through direct observations, interviews and questionnaires from the three main players (teachers, parents and children) on the attitudes and practices shaping children's drawing. Issues covered include teachers' perceptions of the purposes and importance of drawing, support offered by teachers, parents and children for children's drawing endeavours, and possible factors that may lead to an age‐related decline in the amount of drawing children choose to do. We end the review by reporting some preliminary findings from our own large‐scale interview and survey study of 270 5–14 year old children, their parents and teachers, that provides a comprehensive assessment of attitudes and practices influencing children's drawing experience at home and at school. The findings provide further insight into the aforementioned issues, particularly children's, teachers' and parent's explanations of why children's drawing behaviour might decline with age. It is hoped that by reporting these preliminary findings some additional understanding of the context in which children produce their drawings can be gained and new areas for debate opened up.

Taiwanese Parents’ Beliefs Regarding Young Children’s Art Education and the Actual Art Achievements of Children

“…Both Anning (2002) and Kantner and Hoffman (1992) found there was positive parental support/attitude towards positive preschoolers' art making experiences. Furthermore, Rose et al (2006) noted that parents had a vital role in shaping preschoolers' art experience and artwork.…”

Early childhood education – students’ self-assessment of their teaching competences in the arts

“…For examples, peers can make comments regarding children's artwork that deter them from further participation in art activities or motivate them to continue making art (Rose et al, 2006). Parents also encourage their children's artistic development by allowing children to plan their own activities and giving them the freedom to express themselves (Anning, 2002).…”

“…Participation in art activities facilitates the development of essential skills and abilities, but during early childhood education, participation in the arts depends on the support children receive from their parents, teachers and peers (Rose, Jolley, & Burkitt, 2006). For examples, peers can make comments regarding children's artwork that deter them from further participation in art activities or motivate them to continue making art (Rose et al, 2006).…”

“…In early childhood and preschool education contexts, teachers usually lack confidence for conducting art education in a manner that encourages holistic development (Anning, 2002;Rose et al, 2006). Surveys found that the main problems for teachers in art education include low self-confidence and flexibility, which could indicate a lack of teaching experiences in practice during initial teacher education (Rose et al, 2006). Anning (2002) also reported that teachers in early education and preschool settings consider drawing to be just a convenient 'time filler', a vehicle for decorating the walls, or within art 'lessons' as one off directed activity to promote specific skills and techniques ' (p. 208).…”

“…Teachers who completed a visual arts study programme with teaching as a professional orientation and those teachers who participated in out-of-school art programmes or activities usually know how they can provide students with support and creative freedom during visual art activities (Coutts & Dougall, 2005;Rose et al, 2006). In early childhood and preschool education contexts, teachers usually lack confidence for conducting art education in a manner that encourages holistic development (Anning, 2002;Rose et al, 2006). Surveys found that the main problems for teachers in art education include low self-confidence and flexibility, which could indicate a lack of teaching experiences in practice during initial teacher education (Rose et al, 2006).…”