By Martin Krampen
This publication is devoted to all those that love childrens and their very good, usually stunning, drawings. this implies it addresses all these attracted to their devel oping skill to provide "iconic" indicators: mom and dad, academics, baby psychologists, artists, architects (since development drawings are taken care of here), and semioticians at large-to identify yet a couple of power readers. end result of the vast viewers, i attempted to maintain clinical jargon to a minimal. every time this was once unavoidable, i attempted to provide an explanation for the phrases in the sort of method that even newcomers in psychology may comprehend my arguments. I got the 1st impulse to consider a booklet like this from the Interna tional yr of the kid declared via the UN in 1979. In a primary part of the undertaking, I bought drawings of the six assorted development kinds handled during this ebook from greater than a hundred kids elderly 3-12 years in Turkey in the course of a remain there as a part of the college of structure of the Karadeniz Technical collage in Trabzon below the auspices of the UN ESCO/UNDP application TUR/75/012. My distinctive thank you visit Dr. Erdem Aksoy, then president of the collage, and Dr. Ozgontil Aksoy, then dean of the school of structure and Civil Engineering, for his or her encouragement to hold out the venture. i might additionally wish to thank Dr. Kutzal Oztlirk, Sevinc Erttirk, Ali Ozbilen, Hasan Saltik, including all of the lecturers in nursery and ordinary colleges in and round Trabzon who helped to assemble the drawings.
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Additional info for Children’s Drawings: Iconic Coding of the Environment
The drawing could be less complete than the construction. In this case the child's internal representation could have been complete but undifferentiated. The cutout parts in the construction task would simply have furnished the children with a more differentiated picture than their mental image actually contained. ) in both tasks was recorded. The result was that 24 out of the 28 children drew figures in which one or more of the components were left out, whereas all children constructed complete and correct human figures with the cutout parts as in case (2) above.
Piaget's theory on the stages of the development leading up to imagination proper forces a clear stance on what the nature of imagination is. This is tantamount to asking how environmental data are processed in the mind. You will remember that in the model proposed at the beginning of the book the interpretant in the mind played the role of the "central station" through which connections between the signifier (the perceived object) and the signified (the meaning of this object) are made, and from which the processes leading to the disposition to execute a drawing and its terminal, the drawing, departs.
In the case of children's drawings it is particularly easy to be fascinated by the peculiarities of the signifier-the drawing on paper. From this fascination at the production end of the function circle (von Uexkiill, 1921), researchers may be stimulated to a one-sided consideration of problem solving or production difficulties in children's drawings. While I do not maintain that the drawings have nothing to do with problem solving or algorithms of production, I refuse to isolate them from their remote origin in the actively explored environment.
Children’s Drawings: Iconic Coding of the Environment by Martin Krampen