¶ … CHILD'S DRAWING ABILITY
Drawing complexity as the complexity or the level of difficulty involved in children's drawing. Drawings from younger children can be less simple with fewer features but as the age of the child progresses the complexity of the drawings increases due to the complex cognitive development.
Drawings are mirror representation of the child's development. Children's drawings have significant roles in the cognitive development of the child. Other roles include training the brain of the child to pay attention and to sustain attention, stimulating individual cells and clusters of cells in the visual cortex for line and shape, practicing and to organizing the shapes and patterns of thought and, through an increasing affinity for marks, to prepare the mind of the child for its determining behavior
Understanding children's cognitive development has implications for many fields, and in particular for education. There exists many possible approaches to the study of cognitive development, assessing a child's drawings can provide a window into their representational world. An example is the ability of a child to depict spatial elements from their environment through an understanding of where an object is located in comparison to others. This is an important aspect of child development as well as an important aspect of geography, geometry, and graphic design. (Missaghi et al. 1991)
There are two types of drawing that children can have, this include; figurative drawing or representational and expressive drawing. Figurative drawing conveys information about figurative aspects of objects in a more or less realistic way. This depends majorly on the age of the child. Expressive drawing has to do with information on mood or the emotions. Any improvement on expressive drawing can be related to the use of content expression and abstract expression
Factors that affects a child's drawing ability
Among factors that affect children's drawing ability include:
1. Level of support and the nature of the design task
2. Child's level of understanding of the drawing.
3. The child's previous experience in drawing
Aim
1. To determine if drawing complexity increases with increase in age of the child
2. To determine the relationship between gender and children's drawing
Hypothesis
1. Drawing complexity increases with increase in age of the child
2. There is no relationship between gender and children's drawing
Method
Participants
A total of 120 children (57 boys and 63 girls) aged between 4 -- 14-years children's drawings were selected for analysis. The selection was done with the consent of the parents. Each of the three age groups comprised a similar number of boys and girls (35 4-6-year-olds, 42 7-11-year-olds, and 37-12-14-year-olds. Before the study began children were given some incentives in form of confectionery, this was done with the sole intention of winning their attention.
Procedure
The children were tested individually in a quiet room. Each child was exposed to two sets of still pictures that were presented on a computer screen and was asked to label each picture. The still pictures were 20 in number. When the participant was done with the first drawings, he or she was given a pencil and a piece of white, standard size paper. The child was given five minutes to draw a picture following the instructions: After each drawing session, the participant was asked to recall the pictures s/he had seen previously.
Results
The drawings were coded by three trained experimenters. The degree of agreement amont the raters (Interrupter reliability) was determined to be 81%. The drawings from the children were analyzed individually. A total of 120 drawings were analyzed (see table 2 for details -- one for each age group, for each type of drawing). Sex and age groups were analyzed separately
SD = 1.21). The two older age groups did not differ significantly in their drawing of essential details. As hypothesized, there is a significantly relationship between drawing complex and the age of the children. Separate chi square tests on the dichotomous variables by sex and age were computed. For the family drawings, results indicated significant sex differences for clothing (?2[1, n = 109] = 6.31, p = .012), the use of stereotyping (?2[1, n = 109] = 13.16, p = .001) and proportionality (?2 [1, n = 109] = 4.81, p = .028 Girls include clothing and stereotyped features in their drawings than boys
Description of expressive techniques
Table 1
Type of expressive technique
Description
Literal
Drawings show facial expressions like happy and smiling face. Personification of non-human topics
Metaphorical
Drawing featuring abstract cues
Both (Literal and metaphorical)
The expressive drawing combines both facial expressions and the content cues
Table 2
Number of children in different age groups age
4-6 years
7-11 years
12-14 years
Plain drawing
30
28
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