Children's Drawings

Voy, S. Kathleen La; Pedersen, William C.; Reitz, Jeanne M.; Brauch, Adam A.; Luxenberg, Toni M.; Nofsinger, Chrismon C.

doi:10.1177/0143034301221005

Cited by 41 publications

(9 citation statements)

References 26 publications

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“…The authors found that German children drew tadpoles about 44% taller and with more head details than the Madagascan children. These findings are in line with comprehensive cross-cultural research on conventional human figure drawings demonstrating substantial cultural differences with regard to figure size (Meili-Dworetzki, 1981; Aronsson and Andersson, 1996; Payne, 1996; Richter, 2001), as well as variety and shape of details (Wilson and Wilson, 1984; La Voy et al, 2001; Cherney et al, 2006; Yusuf, 2010). …”

Section: Introductionsupporting

confidence: 79%

“…Thus, in line with the cultural variability of emotional expressions and responses (Markus and Kitayama, 1991; Matsumoto, 1991; Tsai et al, 2006; Mesquita, 2007), differences have been observed in children’s depiction of the mouth in more elaborated self-drawings (La Voy et al, 2001; Gernhardt et al, 2013, 2014b). Likewise, variability in the number of depicted facial features across cultures has been explained by differences in children’s early interactional experiences.…”

Section: Introductionmentioning

confidence: 72%

“…In contrast to studies that considered only one of these sources to explain cultural variability (e.g., Aronsson and Andersson, 1996; La Voy et al, 2001; Richter, 2001), the present study proposes a more integrated model. In particular, we apply an ecosocial approach of development (Whiting, 1963; LeVine, 1974; Berry, 1976; Bronfenbrenner, 1989; Keller, 2007), conceptualizing children’s learning environments as ecosocial contexts that vary largely with differences in socioeconomic circumstances (LeVine, 1974; Berry, 1976; Keller, 2007) and experiences of formal schooling (e.g., Greenfield and Childs, 1991; LeVine et al, 1996).…”

Section: Introductionmentioning

confidence: 80%

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Cultural perspectives on childrenâ€™s tadpole drawings: at the interface between representation and production

2015

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This study investigated tadpole self-drawings from 183 three- to six-year-old children living in seven cultural groups, representing three ecosocial contexts. Based on assumed general production principles, the influence of cultural norms and values upon specific characteristics of the tadpole drawings was examined. The results demonstrated that children from all cultural groups realized the body-proportion effect in the self-drawings, indicating universal production principles. However, children differed in single drawing characteristics, depending on the specific ecosocial context. Children from Western and non-Western urban educated contexts drew themselves rather tall, with many facial features, and preferred smiling facial expressions, while children from rural traditional contexts depicted themselves significantly smaller, with less facial details, and neutral facial expressions.

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Section: Introductionsupporting

confidence: 79%

Section: Introductionmentioning

confidence: 72%

Section: Introductionmentioning

confidence: 80%

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Cultural perspectives on childrenâ€™s tadpole drawings: at the interface between representation and production

2015

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“…Fordi børns tegninger kan fungere som en nonverbal traedesten til børns erfarings-og følelsesverden (Cox, 2005;Jolley, 2010;Koppitz, 1968), kan samtaler om børns familietegninger forventes at give et kendskab til børns relationelle oplevelser inden for rammerne af deres familie (Cherney, Seiwert, Dickey, & Flichtbeil, 2006;Gernhardt, Rübeling, & Keller, 2013;La Voy, 2001). I dette projekt er disse rammer bl.a.…”

Section: Tegning Som Metode Inden For Børneforskningunclassified

Tegning som trædesten til at nærme os svære og tabubelagte emner i forskningsprojekter med børn

Søndergaard¹,

Reventlow²

2018

TFSS

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Studier af belastende socioøkonomiske forhold i barndommen peger på en sammenhæng mellem dette og en øget risiko for at udvikle sygdomme senere i livet. Forskning peger desuden på, at børn af syge forældre både er mere syge og mere ensomme end jævnaldrene med raske forældre. Sammenhængen støttes af studier, som viser, at børns sociale relationer har afgørende betydning både for oplevelsen af deres barndom og for deres aktuelle og senere sundhedsprofil. Med afsæt i de sociale relationers betydning for børnenes sundhed har vi ønsket at undersøge, hvordan børn i ressourcesvage familier oplever deres relationer og familieliv, men hvordan undersøger man det metodisk? Denne artikel viser gennem eksempler fra et feltarbejde blandt socioøkonomisk udsatte børnefamilier med en multisyg forælder på Lolland-Falster, hvordan tegning som metode kan være med til at facilitere samtaler om svære og tabubelagte emner med børn. Metodens styrker ligger dels i den konkretiserende form, der er med til at materialisere tanker og følelser, dels i måden den muliggør et fællesskab mellem barn og forsker, der ofte er udfordret i etnografisk børneforskning. Støttet af tegningerne var børnene i stand til at give udtryk for følelser, stemninger og oplevelser, som indholdsmæssigt var vanskelige at sætte ord på, men som ikke på samme måde var svære at genkalde sig i kroppen eller at tegne på papir. Bl.a. hjalp tegningerne med at illustrere et gennemgående ønske blandt de deltagende børn, der centrerer sig om normalitet, rutiner og stabilitet i familien. Artiklen understreger, at det er vigtigt, at tolkningen af det tegnede akkompagneres af feltarbejdets anden data og et velfunderet kontekstindblik.

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“…Belirtilen bu noktalar çocuk çizimlerinin duygusal uyumlarına ilişkin olarak değerlendirildiğinde de geçerlidir (Catte ve Cox, 1999;Jolley ve Vulic-Prtoric, 2001). Son zamanlardaki çalışmalarda ise çocukların çizimlerinden psikolojik açıdan durumlarını tasvir etmek, algı ve kavrayışlarını tanımlamak ön plana çıkmaktadır (Kress, 1997;Steele, 1999;Ring, 2006;Stanczak, 2007 Machover (1949) ve Koppitz (1968Koppitz ( , 1984 çocukların çizimlerini önce gelişimsel ardından duygusal açıdan ele alıp incelemişlerdir. Özellikle Koppitz (1968), çocuklarda birtakım duygusal bozuklukların teşhis edilmesinde "Bir Adam Çiz" yaklaşımından yararlanmış ve özel işaretlerin yorumlanmasında alternatif fikirler öne sürmüştür.…”

Section: Introductionunclassified

A Developmental Analysis of 5-7 Year-Old Children's Human Figure Drawings

Dağlıoğlu¹

2014

IOJES

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This study aims to analyze the development of 5-7 year-old children's human figure drawings in relation to their age. The study is of a descriptive nature and takes as its study group 240 randomly selected children attending independent kindergartens, the preschool year of elementary schools and grade 1 in schools located in central Ankara. There were 40 girls and 40 boys in each group. An agerelated analysis of the drawings created by using Koppitz's Human Figure Development method showed a statistically meaningful development in all body parts drawn by 5-7 year-old children, other than heads and nostrils. In body part drawings, all body parts other than elbows and number of fingers developed meaningfully with age. All leg parts other than knees, profile, good proportion and clothing consisting of four or more pieces also developed meaningfully with age. The difference between children aged 5-6 years was not statistically meaningful, while the differences between those aged 5-7 and 6-7 were. Overall, 5-year-olds displayed 51,3% of the expected criteria in Extended Abstract PurposeRecent studies seem to value the importance of children's drawings in describing their psychological state and defining their perceptions and conceptions. These drawings have long been analyzed in relation to numerous variables. The present study focuses on developmental issues in children's drawings. As such studies are extremely rare in Turkey, it aims to identify the age-related changes in the human figure drawings of 5-7 year-old school-children over time. MethodThis descriptive study investigates whether the human figure drawings of children change from age 5 to 7. The children in the study group were selected randomly from the 5-6 year-olds attending independent kindergartens, and the preschools and first grades of elementary schools located in Ankara city center. Each age group included 40 girls and 40 boys, 240 children in total. Students in each age group were selected from 8 different schools. They were observed for a total of 12 hours over four weeks, followed by the implementation of data collection tools. The drawings were evaluated in relation to the 30 developmental criteria proposed by Koppitz in his Human Figure Drawing method.

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Children's Drawings

Cited by 41 publications

References 26 publications

Cultural perspectives on childrenâ€™s tadpole drawings: at the interface between representation and production

Cultural perspectives on childrenâ€™s tadpole drawings: at the interface between representation and production

Tegning som trædesten til at nærme os svære og tabubelagte emner i forskningsprojekter med børn

A Developmental Analysis of 5-7 Year-Old Children's Human Figure Drawings

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