Children talk about learning to draw

Abstract

This study investigates f our-to six-year-old children's conceptions of learning, by applying the lexicometric method to their oral responses to questions about their learning of drawing, in GIl individual interview at school. Intervi ews were videotaped and full y transcribed. Subjects were 26 children from a middle-class background attending public schools in Argentina (in a f our-year-old class, a fiv e-year-old class and fir st grade in elementary school ). Differences amon g groups are described on the basis of correspondence analysis and modal response procedures. Such differenc es are then sy ste matised into several interrelated dimensions regarding changes in children 's conceptions of learning to draw, namely: learning agency as the internalisation of social mediation , nature of both learner's and teacher' s actions and mental states, learning goals and temporal fram e of reference. Thus, three main conceptions are identified: external agency. external/internal agency and internal agency conceptions, which are associated to the three different school grade groups studied.

Like Teacher, Like Student? Conceptions of Children From Traditional and Constructive Teachers Regarding the Teaching and Learning of String Instruments

“…We interpret the conceptual change from one theory to another as a process of hierarchical integration involving increasing complexity, dynamization and internalization of the agent (Scheuer, Pozo, De la Cruz, & Baccalá, 2001;Scheuer et al, 2002), similar to the trend proposed by Dienes and Perner (1999) in their theory of knowledge as a progressive process and hierarchical explicitation of the three knowledge components: content, attitude and self. Thus, and seeking a parallel to the results obtained in the study of learning to draw by Scheuer et al (2006a), the youngest music students would talk about what notes they have to learn (content) in order to play the instrument.…”

“…Similarly, a series of studies on the conceptions of learning held by children in different settings, such as the acquisition of writing or drawing (Scheuer, De la Cruz & Pozo, 2002, Scheuer et al, 2006a, 2006b found that in younger children, as from four years of age, prevailing conceptions consisted of a kind of naïve behaviorism, a direct conception of learning centered only on outcomes, without taking into account the psychological process that enable this learning. Older children, as from five or six years of age, identified the mediation of some psychological processes needed for learning (such as attention or motivation) but always under adult supervision, while the eldest, aged nine or ten years, seemed to hold more complex conceptions with increasingly cognitive learner autonomy.…”

“…These differences were maintained upon explaining how they had taught: for younger children, the core of teaching was demonstration, while for the older children it was explanation, indicating developmental change from focusing on behavioral aspects to attention to the mental states involved, specifically knowledge and understanding. Together, the results of this study support the idea that both the understanding of teaching and effective teaching strategies change during pre-school years, and that these changes correspond to changes in the theory of the mind.Similarly, a series of studies on the conceptions of learning held by children in different settings, such as the acquisition of writing or drawing (Scheuer, De la Cruz & Pozo, 2002, Scheuer et al, 2006a, 2006b found that in younger children, as from four years of age, prevailing conceptions consisted of a kind of naïve behaviorism, a direct conception of learning centered only on outcomes, without taking into account the psychological process that enable this learning. Older children, as from five or six years of age, identified the mediation of some psychological processes needed for learning (such as attention or motivation) but always under adult supervision, while the eldest, aged nine or ten years, seemed to hold more complex conceptions with increasingly cognitive learner autonomy.…”

Las culturas de la educación musical: aprendiendo a interpretar un instrumento

“…En función de la concepción implícita que se tenga sobre el aprendizaje se actuará en las condiciones de este combinando estos elementos de diferentes formas, lo que da lugar a tres teorías sobre el aprendizaje y la enseñanza de la música (similares a las que se observan en otros dominios, Pérez Echeverría, Mateos, Pozo y Scheuer, 2001;Pozo y Scheuer, 1999;Pozo et al, en prensa;Scheuer, de la Cruz y Pozo, 2002;Scheuer, Pozo, de la Cruz y Baccalá, 2001):…”

A Goal Question Metric (Gqm) Approach for Evaluating Interaction Design Patterns in Drawing Games for Preschool Children

“…Beside that, the drawing activity gives visible and permanent traces that represents the characteristic of children. So it is very suitable to be done by the children [2]. By drawing, children could train the fine motor skills, creativity, imagination, concentration, memory, patience and the passion in learning.…”