000			01927nam a22002777a 4500
003			ZW-GwMSU
005			20241206075029.0
008			241206b |||||||| |||| 00| 0 eng d
022			_a0144-3410
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB1051 EDU
100	1		_aCherney, Isabelle D. _eauthor
245	1	0	_aChildren’s drawings: _ba mirror to their minds _ccreated by Isabelle D. Cherney, Claire S. Seiwert, Tara M. Dickey and Judith D. Flichtbeil
264	1		_aOxfordshire: _bTaylor and Francis, _c2005.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAn international journal of experimental educational psychology _vVolume 26, number 1,
520	3		_aChildren's drawings are thought to be a mirror of a child's representational development. Research suggests that with age children develop more complex and symbolic representational strategies and reference points become more differentiated by gender. We collected two drawings from 109 5-13 year-old children (three age groups). Each child drew their family and their school and participated in an independent recall task. The results indicated significant gender and age differences in the number of details depicted in the family drawings. There were also significant differences between boys' and girls' stereotyped drawings, usage of proportionality, and clothing. With age, children tended to draw more aerial views of their school. The results are discussed in terms of the contribution children's drawings can make to the study of cognitive development and vice versa, as well as their importance for education.
650			_aChildren _vCognitive development _xArt Activities
700	1		_aSeiwert, Claire S. _eco-author
700	1		_aDickey, Tara M.
700	1		_aFlichtbeil, Judith D.
856			_uhttps://doi.org/10.1080/01443410500344167
942			_2lcc _cJA
999			_c168611 _d168611