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ERIC Number: ED101849
Record Type: Non-Journal
Publication Date: 1973-May-25
Pages: 280
Abstractor: N/A
Reference Count: N/A
The Development of the Concept of Space as Observed in Children's Drawings: A Cross-National/Cross-Cultural Study. Final Report.
Hess-Behrens, Betsy Nan
This study attempts to reinforce developmental theory concerning spatial Comprehension by building on the qualitative observations of art educators of the past, and by strengthening the empirical basis of contemporary investigations into the relationship between pictorial representations, intellectual maturity, and environmental stimulation. Drawings from a wide variety of cultures were studied to determine whether the sequence and rate at which developmental characteristics appear are similar, or reflect unequal socioeconomic/educational opportunities and ethnic diversity within societies. Also investigated was whether differences between societies may correlate with modernity, prevalence of literacy, and severity of social stratification. A total of 9,000 drawings was collected from middle and lower class children in grades 1, 3, 5, and 7 in nine countries. Each child was asked to draw a picture of himself at play with friends near his home or school. Sorting categories were based on Piaget's description of stages in the development of the concept of space and the growth of logical thought. Results suggest that these drawing stages follow an invariant sequence. Mean ages, higher than expected, lie within a large range at each stage; the mode appears at the onset of concrete operations; and differences, when appearing, generally lie in the direction of higher scores for advantaged groups. (Author/SDH)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC.
Authoring Institution: California Univ., Berkeley. Lawrence Hall of Science.