ERIC Number: ED312047
Record Type: RIE
Publication Date: 1983-Apr
Reference Count: N/A
Cognition of Space Depicted in Graphic Representation.
Hiatt, Diana Buell
Discussion covers underlying assumptions of children's acquisition of a concept of space and explores educational implications of the knowledge of these assumptions for early childhood programs. Initial sections of the paper concern activity as a basis for cognition of space, graphic representation, and mental imagery. Findings of studies that led to the formulation of the Hiatt Model of Graphic Representation revealed that children's understanding of space is different from adults'; acquisition of a concept of space occurs over many years; and graphic representation of space occurs in a developmental sequence related to age. Levels of the model included sensorimotor, preschematic, schematic, prerealistic, realistic, and conceptualistic. Drawings during the sensorimotor, scribble stage suggest a movement from random scribbles to controlled scribbles, and support the idea that freedom of movement leads to self-control. At about the age of four, the child begins to differentiate objects from sensorimotor activity in its graphic representations. The emergence of the baseline and skyline at 7 years of age indicates that the older child perceives himself as part of his environment, but not the center of it. Levels of the model are described and illustrated. (RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Graphic Representation; Theory Development
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Canada, April 11-17, 1983).