Cognitive Basis of Drawing in Young Children: Relationships with Language and Imaginary Companions

Autor/inn/en	Imafuku, Masahiro; Seto, Azusa
Titel	Cognitive Basis of Drawing in Young Children: Relationships with Language and Imaginary Companions
Quelle	In: Early Child Development and Care, 192 (2022) 13, S.2059-2065 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Imafuku, Masahiro)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2021.1977290
Schlagwörter	Preschool Children; Cognitive Processes; Bias; Imagination; Freehand Drawing; Language Skills; Receptive Language; Expressive Language; Scores + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Cognitive process; Kognitiver Prozess; Drawing; Zeichnen; Language skill; Sprachkompetenz; Rezeptive Kommunikationsfähigkeit
Abstract	It has been suggested that children's drawings are associated with their representation ability. However, there is little research on the cognitive basis of drawing in young children. In this study, we investigated the relationship between drawing, language ability, and the presence of imaginary companions (ICs) in children aged between three and six. We found that children with higher drawing scores and more number of colours used had higher receptive and expressive language, and language concepts. Further, children with higher drawing scores and more number of colours used were likely to have ICs. These findings demonstrate that the cognitive basis for drawing is based on the ability of children to grasp representations and images. New findings have shed light on the underlying mechanisms linking children's drawings and cognition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01