Representational drawing in childhood: development, context and instruction

N. SCHEUER Y E. TEUBAL

Budapest, Hungría

Simposio; 12th Biennial Conference del European Association for Research on Learning and Instruction; 2007

European Association for Research in Learning and Instruction

The aim of this Symposium is to analyze from different theoretical and methodological perspectives children’s production and understanding of representational drawing in different tasks and interactive contexts, with special attention to the sociocognitive and metacognitive processes involved.  Achieving a better understanding of the processes involved in children’s pictorial production and understanding is intimately related with relevant topics in contemporary research in learning and instruction, such as reference and meaning elaboration; visuomotor skills; cultural learning; symbolic processing; internalization of cultural external representations; conceptual and procedural knowledge; metacognition, knowledge explicitation and representational redescription; or the capacity to represent alternative spatial, temporal and epistemic perspectives. With the intention of going forward in the interaction initiated within the 2005 EARLI Symposium on children’s drawing, we now bring together five studies from five different countries dealing with the development of representational drawing in context, in children in ages 1 to 12.