APPLYING AND EVALUATING A TEACHING METHOD FOR THE IMPROVEMENT OF DRAWING ABILITY IN EARLY CHILDHOOD

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Published: Jul 1, 2014
DOI: https://doi.org/10.12681/icw.18000
Keywords:
negotiated drawing observation representational drawing and imagination
Ελένη Δήμητρα Σπύρου (Eleni-Dimitra Spyrou)
Φωτεινή Μπονώτη (Fotini Mponoti)
Π.Τ.Π.Ε., Πανεπιστήμιο Θεσσαλίας
Δόμνα-Μίκα Κακανά (Domna-Mika Kakana)
Π.Τ.Π.Ε., Πανεπιστήμιο Θεσσαλίας
Abstract
The current study aimed to investigate whether preschool children’s drawing ability improves through a teaching method called “negotiated drawing” (Cox, Cooke, & Griffin, 1995). Participants were 48 children aged 5 -6 years, students of the two kindergarten schools of N. Anhialos – Volos. 24 children consisted the experimental group and were matched for age and drawing ability with 24 children who consisted the control group. The EG attended the programme of “negotiated drawing”, whereas the CG a series of ordinary instructions. Data analysis revealed that in the EG children’s drawings performances showed a significant improvement after the intervention. However, controls’ drawings didn’t present any improvement after the ordinary lessons. Additionally, children's drawings of the EG after each course of the program were rated by adults evaluators as better than those produced by children of the CG.
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