Young Children's Human Figure Drawings and Cognitive Development

Chappell, Patricia A.; Steitz, Jean A.

doi:10.2466/pms.1993.76.2.611

Cited by 26 publications

(14 citation statements)

References 8 publications

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“…When design copy was parsed from draw‐a‐person and draw‐a‐profile in the British Birth Cohort Study, it was the strongest fine motor predictor of later mathematics and reading (Grissmer et al., 2010). This is notable because the draw‐a‐person task has traditionally been considered a proxy for overall cognitive ability (Chappell & Steitz, 1993), but perhaps less reliably so for the current generation (Willcock, Imuta, & Hayne, 2011). In another study, children who could copy designs well at kindergarten entry had higher teacher‐rated reading, writing, math, and spelling through third grade (Taylor Kulp, 1999).…”

Section: Links Between Fine Motor Skills and Achievementmentioning

confidence: 99%

Fine Motor Skills and Executive Function Both Contribute to Kindergarten Achievement

Brock²,

et al. 2012

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This study examined the contribution of executive function (EF) and multiple aspects of fine motor skills to achievement on six standardized assessments in a sample of middle-SES kindergarteners. 3- and 4-year-olds’ (N=213) fine and gross motor skills were assessed in a home visit before kindergarten; EF was measured at fall of kindergarten; and Woodcock-Johnson III (WJ III) Tests of Academic Achievement were administered at fall and spring. Correlations indicated that EF and fine motor skills appeared distinct. Further, controlling for background variables, higher levels of both EF and fine motor skills, specifically design copy, predicted higher achievement on multiple subtests at kindergarten entry, as well as improvement from fall to spring. Implications for research on school readiness are discussed.

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Section: Links Between Fine Motor Skills and Achievementmentioning

confidence: 99%

Fine Motor Skills and Executive Function Both Contribute to Kindergarten Achievement

Brock²,

et al. 2012

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“…But the evidence for a relationship between children's drawings and intelligence comes mainly from the pioneering work of Piaget and Inhelder (1948), who set the stage for later studies by describing basic developmental stages of drawing. The type of intelligence being referred to here is Piagetian; it would conform to Piaget's definition of intelligence (Chappell & Steitz, 1993).…”

Section: /Imentioning

confidence: 99%

Stages of drawing and intelligence

Kavanagh¹

1998

PsycEXTRA Dataset

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This report transmits the presentation by Fintan Kavanagh, Ph.D. on the subject of the process by which the developmental stages of children's drawings are influenced by their environment. This report outlines a pathway for future research by which more in-depth comparisons of children in military families might be compared with their civilian counterparts. Dr. Kavanagh is a noted author in this field, and his presentation to the World Congress of the Organization Mondiale pour L'Education Prescolaire continues his long term work in research and teaching.

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“…Chappell and Steitz (1993) found a significant relationship between Piagetian stages of development and levels of human figure drawing. Cox and Howarth (1989) reported significant differences in drawing by normal children and by children with developmental delays lagging 4 years behind normal.…”

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confidence: 93%

The Draw-A-Person Test: An Indicator of Children's Cognitive and Socioemotional Adaptation?

Laak¹,

Goede²,

Aleva

et al. 2005

The Journal of Genetic Psychology

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ABSTRACT. The authors examined aspects of reliability and validity of the Goodenough-Harris Draw-A-Person Test (DAP; D. B. Harris, 1963). The participants were 115 seven-to nine-year-old students attending regular or special education schools. Three judges, with a modest degree of training similar to that found among practicing clinicians, rated the students' human figure drawings on developmental and personality variables. The authors found that counting details and determining developmental level in the DAP test could be carried out reliably by judges with limited experience. However, the reliability of judgments of children's social and emotional development and personality was insufficient. Older students and students attending regular schools received significantly higher scores than did younger students or students attending special education schools. The authors found that the success of the DAP test as an indicator of cognitive level, socioemotional development, and personality is limited when global judgments are used. The authors concluded that more specific, reliable, valid, and useful scoring systems are needed for the DAP test.

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Young Children's Human Figure Drawings and Cognitive Development

Cited by 26 publications

References 8 publications

Fine Motor Skills and Executive Function Both Contribute to Kindergarten Achievement

Fine Motor Skills and Executive Function Both Contribute to Kindergarten Achievement

Stages of drawing and intelligence

The Draw-A-Person Test: An Indicator of Children's Cognitive and Socioemotional Adaptation?

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