Learning to Draw Recognizable Graphic Representations During Mother-Child Interactions

Braswell, Gregory S.; Callanan, Maureen A.

doi:10.1353/mpq.2003.0019

Cited by 21 publications

(27 citation statements)

References 38 publications

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“…Finally, we did not assess how parents and siblings support children's symbolic development by demonstrating symbolic activities and the use of symbolic artifacts, teaching children "how we use them" (Tomasello, 1999). There are suggestions from earlier research that parents differ in how skillfully they support such learning (Braswell & Callanan, 2003;Callanan, Jipson, & Soennichsen, 2002;Szechter & Liben, 2004). In a planned longitudinal study, we will ask parents from a range of backgrounds to give their children experience with symbolic artifacts and activities, and examine how these experiences (and individual differences in parent support) impact development up to the school years, when children must master a variety of culturally important symbols.…”

Section: Experience and Symbolic Developmentmentioning

confidence: 99%

Naturalistic Experience and the Early Use of Symbolic Artifacts

Troseth

Casey

Lawver

et al. 2007

Journal of Cognition and Development

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Section: Experience and Symbolic Developmentmentioning

confidence: 99%

Naturalistic Experience and the Early Use of Symbolic Artifacts

Troseth

Casey

Lawver

et al. 2007

Journal of Cognition and Development

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“…We believe, similarly, that conversational exchanges about graphic representations are formative in the development of these participants' symbol-system conceptualisations. The literature shows that young children learn to create graphic representations through utilising information from their parents' drawings and from conversations with their parents about drawing, although the extent of children's learning is also related in part to their level of drawing performance (Braswell & Callanan, 2003).…”

Section: Discussionmentioning

confidence: 99%

“…Children's drawing is an activity that seems to fit these three criteria (Braswell & Callanan, 2003). Drawing is indeed a routine activity for many children and their families and for children who often draw with peers (Boyatzis & Albertini, 2000;Cocking & Copple, 1987) or adults (Boyatzis, 2000;Yamagata, 1997).…”

Section: Introductionmentioning

confidence: 99%

From scribbles to meanings: social interaction in different cultures and the emergence of young children’s early drawing

Pinto

Gamannossi

Cameron

2010

Early Child Development and Care

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The cultural components of drawing allow one to consider it a symbolic form of cultural communication. The behavioural and cognitive mechanisms involved in the cultural transmission of symbolic communications are situated in an environment embedded in cultural-historical features that should be taken into account, as they give rise to variations in socio-cultural practices. The aim of the present paper is to provide evidence of a range of different pathways through which the acquisition of drawing emerges in divergent cultural contexts. This work stems from the international Day in the Life (DITL) project. From the DITL dataset countries, we show how family members in seven (in Thailand, Peru, Italy, Canada, the UK, the USA, and Turkey) expose their 30-month-old child to opportunities for experiencing drawing. We focus on the way the children are given the opportunity to draw, their spontaneous uptake, and on the different modalities through which they discover relationships between drawings and the objects they represent. In the different interactions observed, we confirm the omnipresence of situations that child development research has identified as promising for drawing-skill development. In all contexts, drawing materials, shared child-adult attention, dyadic asymmetrical relationships, and reciprocal involvements are found to be present.

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“…Ahora bien, la mayor parte de estos estudios aborda la producción conjunta de un único sistema de representación con niñas y niños a partir de los 4 años (Aram & Besser-Biron, 2016;Aram & Levin, 2001Braswell & Callanan, 2003;Burns & Casbergue, 1992;Cho & McBride, 2018; con excepción del trabajo con niños y niñas más pequeñas de Yamagata, 1997). El presente estudio brinda una aproximación novedosa a las investigaciones evolutivas en producción gráfica al describir y analizar los conocimientos sobre las propiedades formales y la función referencial del dibujo, la escritura y los numerales que madres y niñas o niños pequeños despliegan en forma conjunta.…”

Section: Información Artículounclassified

Conocimientos sobre dibujo, escritura y numerales en la producción gráfica materno-infantil, Argentina

Gariboldi

Salsa²

2019

Rev.latinoam.cienc.soc.niñez juv

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Este estudio examina los conocimientos sobre las propiedades formales y la función referencial del dibujo, la escritura y los numerales desplegados por madres y sus niños y niñas (2 ½ años y 4 años) en una tarea de producción conjunta. Se construyó un sistema de codificación mediante el método comparativo constante; se analizó mediante pruebas no paramétricas. Las díadas del grupo de 2 ½ años conversaron sobre la función referencial de los tres sistemas, especialmente del dibujo. A los 4 años se incrementó el interés en la escritura, la consideración de las propiedades formales de la escritura y los numerales; así como las producciones infantiles independientes de dibujo y escritura. El estudio mostró a la producción gráfica como una interacción educativa en la familia que estimula la apropiación temprana de las representaciones externas. Palabras claveInteracción social, dibujos, escritura, capacidad numérica.

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Learning to Draw Recognizable Graphic Representations During Mother-Child Interactions

Cited by 21 publications

References 38 publications

Naturalistic Experience and the Early Use of Symbolic Artifacts

Naturalistic Experience and the Early Use of Symbolic Artifacts

From scribbles to meanings: social interaction in different cultures and the emergence of young children’s early drawing

Conocimientos sobre dibujo, escritura y numerales en la producción gráfica materno-infantil, Argentina

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