Relationship between Preschool Children's Ability to Name Body Parts and Their Ability to Construct a Man

Brittain, W. Lambert; Chien, Yew‐Hu

doi:10.2466/pms.1983.57.1.19

Cited by 14 publications

(3 citation statements)

References 3 publications

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“…This idea, rst proposed by Bühler (1933), can be supported by the results of several studies. Children's drawings of human gures usually resemble verbal descriptions of the human body (Brittain & Chien, 1983;Golomb, 1992;Litt, 1977;Meili-Dworetzki, 1957; see also Harris, 1963, pp. 172-173).…”

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confidence: 99%

Drawing as a verbally mediated activity: A study of relationships between verbal, motor, and visuospatial skills and drawing in children

Toomela

2002

International Journal of Behavioral Development

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The present studies analysed drawing as a system rather than a unitary ability. The aim was to investigate whether and which language factors influence drawing performance and drawing development. In two studies of 2- to 11-year-old children drawing as a system of components was investigated. Tests were designed to measure motor output, imagery, memory, perception, and verbal abilities. The analysis of relationships between drawing measures and putative components of a drawing system revealed that all of the proposed components independently affected drawing development. Results of analyses of the data from younger and older children separately suggest that different components of a system are crucial for drawing development at different phases of development.

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confidence: 99%

Drawing as a verbally mediated activity: A study of relationships between verbal, motor, and visuospatial skills and drawing in children

Toomela

2002

International Journal of Behavioral Development

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“…In this study, student drawings were used as a data collection tool. Children's verbal explanations about what they will draw and what they draw are generally similar and also show the relationship between language ability and drawing abilities (Brittain & Chien, 1983). Students were asked to draw on the subject of "What comes to mind when I say Arabic."…”

Section: Data Collection Tool and Processmentioning

confidence: 99%

Examination of The Perceptions of Students Learning Arabic Language through Drawings

Çilek¹

2022

eqr

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The Arabic language is one of the essential and lively communication languages of today's world, making it inevitable to benefit from new methods that will develop four basic language skills in an equal and balanced way in Arabic teaching. However, it is essential to determine how effective and appropriate this teaching is in terms of feedback. Therefore, this study aimed to examine the perceptions of 5th and 6th-grade students towards Arabic through the pictures they drew. Participants in the study were determined using the criterion sampling strategy. The research data consists of pictures drawn by 168 students about the Arabic language. The content analysis technique was used to analyze the obtained data. Student drawings were examined in five categories: theme, environment, human characters, tools and motifs, and expressions and symbols that reflect emotions. As a result of the evaluations, most students associate Arabic with foreign language and religious phenomena. At the same time, in light of the data obtained, it is concluded that the students have a favorable view of Arabic.

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“…However, many studies (e.g. Golomb, 1973Golomb, , 1981Brittain & Chien, 1983;Cox, 1992Cox, , 1993 have shown that 3-and 4-year-olds are aware of their stomachs and navels and can point to where they are on themselves; furthermore, they can point to and name the body parts on a pre-drawn figure. This knowledge about the torso that the young child undoubtedly has suggests that the incomplete internal model is an unlikely explanation for their tadpole figures.…”

Section: Introductionmentioning

confidence: 98%

The Young Child's Pictorial Representation of the Human Figure

Cox

Mason

1998

International Journal of Early Years Education

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This study investigated reasons for the omission of the torso typical in most young children's drawings of the human figure. Do they have an incomplete mental image of the human figure; if so will the torso be omitted from a manikin task too? As the head is normally drawn first, is the torso simply forgotten; if so will children include it if they are asked to draw the torso first? Eighty tadpole-drawers (aged between 2 years 7 months and 5 years) were randomly allocated to a drawing or a manikin condition; they were further subdivided into a head-first or torso-first condition. Significantly more children produced a conventional figure when they constructed a manikin compared with those who were asked to draw; the order of body parts (head-first vs torso-first) had no significant effect. These results suggest that young children omit the torso from their human figures because they have yet to devise a way of drawing it, perhaps because it is a relatively unimportant item; there is little evidence that they have simply forgotten it or that their mental model for the human figure is incomplete. RESUME Cette etude examine les raisons de l'omission du torse, typique dans les dessins de la figure humaine par les enfants d'age prescolaire. Ont-ils une image mentale incomplete de la figure humaine? Si c'est le cas, le torse sera-t-il omis des tâches de construction de personnages? La tête étant normalement dessinée en premier, est-ce que le torse est simplement oublié? Si c'est le cas, est-ce que les enfants l'incluront si on leur demande de dessiner le torse en premier? Quatre-vingts enfants au stade du têtard (entre 2 ans 7 mois et 5 ans) ont ete répartis au hasard entre le dessin ou la construction; Us ont ete encore divisés en tete-d'abord ou torse-d'abord. Un nombre considérablement plus élevé d'enfants a produit une figure traditionnelle lorsqu'ils ont construit un personnage que ceux qui ont eu a dessiner. L'ordre des parties du corps (tete-d'abord ou torse-d'abord) n'a pas eu d'effet significatif. Ces résultats suggèrent que les jeunes enfants omettent le torse de leurs figures humaines parce qu'ils n'ont pas encore trouvé une façon de le dessiner, peut-être parce qu'il est relativement 0966-9760/98/010031-8 ©1998 Carfax Publishing Ltd Downloaded by [141.214.17.222] at 05:04 02 November 2014 32 M. V. Cox & S. Mason peu important. Les résultats ne concluent pas qu'ils l'ont simplement oublié ou que leur modèle mental de la figure humaine est incomplet. RESUMEN Este estudio investigó las razones por las que la mayoría de los niños de edad preescolar omite el tipico torso del cuerpo humano en sus dibujos. ¿Tienen los niños una imagen metal incompleta del cuerpo humano? Si es así, ¿también omitirán el torso al montar las piezas de una figura humana? Como normalmente se dibuja la cabeza primero, ¿es que simplemente se olvidan del torso? Si es asi, ¿lo inclurían si se les pidiera que dibujasen el torso primero? Ochenta niños que dibujaron unos renacuajos (de edades entre los 2 anos 7 meses y 5 años) fueron asignados...

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Relationship between Preschool Children's Ability to Name Body Parts and Their Ability to Construct a Man

Cited by 14 publications

References 3 publications

Drawing as a verbally mediated activity: A study of relationships between verbal, motor, and visuospatial skills and drawing in children

Drawing as a verbally mediated activity: A study of relationships between verbal, motor, and visuospatial skills and drawing in children

Examination of The Perceptions of Students Learning Arabic Language through Drawings

The Young Child's Pictorial Representation of the Human Figure

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