The essential role of scribbling in the imaginative and cognitive development of young children

Coates, Elizabeth; Coates, Andrew

doi:10.1177/1468798415577871

Cited by 16 publications

(6 citation statements)

References 19 publications

(28 reference statements)

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“…Taking children's work seriously, whatever the subject or type of activity, is extremely important if they are to feel that their efforts are respected and highly regarded. Communication between adults and children includes listening to what they are saying, respecting their intellectual integrity and reinforcing that scribbling is regarded as an exciting, serious, and stimulating activity (Coates & Coates, 2016).…”

Section: Results Of the Activitymentioning

confidence: 99%

Drawing method with crayons as a medium of expression and imagination for children

Ariani

Werdina

Nugrahadi

et al. 2020

j. pendidik. pemberdaya. masy.

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Drawing is a medium of expression and a part of children’s creative and imaginative process. Children can create, share ideas, visualize and realize their imagination through drawing. Drawing with crayons is familiar to children but this does not apply to the children of age between 5 – 12 years old who live in Karawaci district, Indonesia. These children did not have the opportunity to learn additional skills through informal education due to their families’ financial constraint. The purpose of this activity is to provide training in the right drawing methods and to train children to be creative in dealing with the limitations of the financial conditions. A qualitative method with a case study approach is used to achieve the objectives and determine the answers to the problems encountered in this research. Out of the five methods introduced, the blocking and mixing methods were the most preferred techniques by the children because it was easy to use and produced drawing with bright colours which represent their expression and imagination.

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Section: Results Of the Activitymentioning

confidence: 99%

Drawing method with crayons as a medium of expression and imagination for children

Ariani

Werdina

Nugrahadi

et al. 2020

j. pendidik. pemberdaya. masy.

View full text Add to dashboard Cite

show abstract

“…These results can be explained by the Waldorf curriculum, which avoids direct guidance in graphomotor skills like drawing, until the age of 12 [67]. Accordingly, previous research has recommended that teachers should be more intentional and specific in fine motor interventions with preschoolers, in order to prevent negative outcomes and fine motor difficulties [68]. It is important for early childhood educators to provide students with materials and activities to facilitate the use of their fingers and hand muscles [21].…”

Section: Discussionmentioning

confidence: 99%

The Relationship between Young Children’s Graphomotor Skills and Their Environment: A Cross-Sectional Study

Sinvani

Golos

Zagmi

et al. 2023

IJERPH

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The current study aimed to examine the unique contribution of personal and environmental factors to explain graphomotor skills in typically developing preschoolers and first-year elementary school students. A convenience sample was recruited of 136 Israeli children aged three–seven years. Graphomotor skills were assessed using the Gilboa Functional Test (GIFT); personal and environmental factors were assessed using a demographic questionnaire and the Home Literacy Experiences Questionnaire (HLEQ). A hierarchical multiple linear regression analysis revealed that home literacy and educational approach accounted for 43.1% of the variance of graphomotor skills (R2 = 40.4, p < 0.000), each providing a unique contribution to the explained variance after controlling for age, gender, and spoken language. Generally, our results supported the bioecological model, with proximal factors (home literacy and educational approach) having a greater influence on child graphomotor skills than distal factors (parental socioeconomic and immigration status). By highlighting the role of environmental factors in graphomotor development, these results can be used as a conceptual framework for developing early intervention programs.

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“…Her use of bodies of human figures in her most recent works suggests that her level of drawing ability corresponds to her age (Goodman, 2020; Jolley, 2009). It is reported that children progress from scribbling to controlled scribbling and from non‐representational images to compositions that are representative (Coates & Coates, 2016; Goodman, 2020; Jolley, 2009). Therefore, it may be that Ayla's early drawings lacked representation and, if that was the case, adults would not be able to understand them.…”

Section: Discussionmentioning

confidence: 99%

Language and drawing development after a combined intervention: A single‐subject case study

Servi

2023

British J Special Edu

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Language and drawing each have their own sets of symbols that they use to convey messages. It is still unclear whether the development of these two expression mechanisms is similar or distinct. There are various approaches to supporting language and communication skills, including structured and naturalistic methods. The goal of this in‐depth case study is to find out how a combined intervention affects the language and drawing abilities of a three‐year‐old girl with developmental delay. Structured implementations and milieu teaching strategies were used in the same session, but not simultaneously. The participant's language and communication skills improved at the end of the programme. Interestingly, even though there was no drawing‐related goal, her drawings evolved too. Even though this is a single‐subject case study, it suggests that if a child's cognitive and language skills develop, his/her drawing skills do as well.

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The essential role of scribbling in the imaginative and cognitive development of young children

Cited by 16 publications

References 19 publications

Drawing method with crayons as a medium of expression and imagination for children

Drawing method with crayons as a medium of expression and imagination for children

The Relationship between Young Children’s Graphomotor Skills and Their Environment: A Cross-Sectional Study

Language and drawing development after a combined intervention: A single‐subject case study

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