Responding to children's drawings

Watts, Robert

doi:10.1080/03004270903107877

Cited by 12 publications

(6 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This result is supported, in terms of visual and verbal areas of cognitive process, by Watts (2010), who found that there was a strong relationship between the visual world capacity and word capacity of students who were 6 years old. Binder and Kotsopoulos (2011) also found that individuals express their thoughts better by drawing, even after the early years of life.…”

Section: Discussionsupporting

confidence: 77%

The Structure of Creative Thinking: Visual and Verbal Areas

Ülger

2015

Creativity Research Journal

View full text Add to dashboard Cite

Section: Discussionsupporting

confidence: 77%

The Structure of Creative Thinking: Visual and Verbal Areas

Ülger

2015

Creativity Research Journal

View full text Add to dashboard Cite

“…Findings revealed the drawings of children aged 49-61 months were in the form of a single shape and/or made up of patterns of such shapes (Fox and Schirrmacher, 2012). While children are expected to produce more distinctive drawings during the pre-schematic stage (Watts, 2010) this research revealed very few examples from children aged 49-61 months who were capable of drawing apparent figures. One possible explanation for this occurrence can be the lack of sufficient reading and narration activities offered to children in these school programs.…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 78%

“…Researchers have tended to focus on the contexts in which drawings were made as well as age-related development, interpretation, intention and meaning (Papandreou, 2014;Rose, Jolley and Burkitt, 2006;Scott-Frisch, 2006;Walker, 2007;Watts, 2010). In the 1980s and 1990s research revealed strong relationships between writing and drawing as well as more recent research which has established similar conclusions (Chan, Juan and Foon, 2008).…”

Section: Early Writing and Its Relationship With Drawingmentioning

confidence: 99%

Türk Çocuklarının Çizim, Yazma ve Anlatım Becerilerinin Resimli Bir Öykü Kitabı Kullanarak Betimlenmesi

Acer¹,

Benli²

2019

Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi

View full text Add to dashboard Cite

This study investigates the drawing, early writing and narrative skills among Turkish children aged 36-61 months using a picture book. The participants were 60 children-28 girls and 32 boys-who attended two preschool institutions in Ankara, Turkey. Two checklists developed by the researchers were used to investigate the drawing and writing skills of children after picture books were read to them following the Dialogic Reading method. In addition, the qualitative methodology of content and descriptive analyses was utilized for transcription and analyses of voice records in order to create categories relating to the participant children's narrative skills. Turkish children did what was expected from them after reading a picture book. Study results suggest some differences occur with regard to line types and human figures between the drawing behavior of children aged 36-48 months and those aged 49-61 months. It was observed that the drawing aptitude of the older group; those aged 49-61 months, was more developed. This result is similar to the findings of other relevant literature. Furthermore, an investigation of the children's writing products indicated that age is a determining factor in skill development. Picture books revealed children's early literacy skills and the results indicated that drawing, writing and narrative skills should be supported through an interconnected learning process.

show abstract

“…Drawings incorporate representative meaning for children (Watts, 2010) Meaning and content were linked identifying relational elements (Beazley, 2013) that were of significance i.e. those which were presented as having meaning to children such as affecting identity or social relations.…”

Section: There Has Been a Prevailing Discourse Of Conflict And Negotimentioning

confidence: 99%

Understanding gendered physical activity of children: challenging binaried representation in school-based research

Everley

2019

Education 3-13

View full text Add to dashboard Cite

is a Reader in the Sociology of Physical Education and Activity and Head of Sport Social Science at the University of Chichester. Her research interests focus on children's experiences of physical education, physical activity and health. Her work is ideographic utilising drawings, photographs and interviews to understand the basis on which children's experiences are constructed in educational settings, both primary and secondary. Suzanne has been involved in initial teacher education for 15years and teaches the sociology of sport, physical education and activity at undergraduate level. She has published book chapters relating to visual methodologies in understanding experience, teaching approaches in physical education and cross-curricular teaching.

show abstract

Responding to children's drawings

Cited by 12 publications

References 15 publications

The Structure of Creative Thinking: Visual and Verbal Areas

The Structure of Creative Thinking: Visual and Verbal Areas

Türk Çocuklarının Çizim, Yazma ve Anlatım Becerilerinin Resimli Bir Öykü Kitabı Kullanarak Betimlenmesi

Understanding gendered physical activity of children: challenging binaried representation in school-based research

Contact Info

Product

Resources

About