Several characteristic features of children’s representations

dc.creator	Oana-Ramona Ilovan
dc.creator	Maria Eliza Dulamă
dc.creator	Cornelia Vanea
dc.date	2009-12-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:28:05Z
dc.date.available	2015-08-12T11:28:05Z
dc.identifier	2065-1430
dc.identifier	https://doaj.org/article/84dcd00105214cfaa5bf5e46613cce56
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/30581
dc.description	The purpose of our research was to test the following hypothesis: 6 and 7 years old children’s representations were strongly influenced by the environment they lived in. Representations are interiorised models of objects, phenomena and events, independent of present use of our senses and of the presence or absence of objects. We realised our research in Grădiniţa cu Program Normal Floreşti/Floreşti Kindergarten, Cluj county, during the 2008-2009 school year. The sample was represented by twelve children in their last year of kindergarten, preparing for school. We analysed nine of those children’s drawings. We identified the representations that appeared in several of children’s drawings and in the same child’s drawings for several times, then we identified for each child her or his singular representations and compositions as a reflection of the world they were living in or of an imaginary world. After analysing children’s drawings we realised that it confirmed the hypothesis that 6 and 7 years old children’s drawings were influenced strongly by their environment. We noticed the following: kindergarten children’s representations were very diverse, but they were characterised by a certain peculiarity of the place they inhabited; some objects appeared more often than others, and that meant that kindergarten children knew them better and could represent them graphically more easily; kindergarten children preferred drawing familiar objects that they had drawn before; some drawings included the essential features of the represented objects and that proved that kindergarten children had the respective concept and could represent it in drawings, while one could not identify other objects without writing down what the child said he or she meant.
dc.language	English
dc.publisher	Babes-Bolyai University, Cluj-Napoca
dc.relation	http://adn.teaching.ro/
dc.relation	https://doaj.org/toc/2065-1430
dc.source	Acta Didactica Napocensia, Vol 2, Iss 4, Pp 75-90 (2009)
dc.subject	drawing
dc.subject	perception
dc.subject	environment
dc.subject	concept
dc.subject	process
dc.subject	mental image
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Several characteristic features of children’s representations
dc.type	article