1 / 34

Schema Theory – Conceptual Development The Development of Drawing

Schema Theory – Conceptual Development The Development of Drawing. Mark Jenkins. Draw a Person. On plain paper draw a person as well as you can (whole person) Use only pen or pencil, no colours You have 3 minutes to complete your picture.

aldan
Download Presentation

Schema Theory – Conceptual Development The Development of Drawing

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Schema Theory – Conceptual Development The Development of Drawing Mark Jenkins

  2. Draw a Person • On plain paper draw a person as well as you can (whole person) • Use only pen or pencil, no colours • You have 3 minutes to complete your picture

  3. Assessing Children’s Levels of Conceptual Development Through Drawing Based on the work of:- Florence Goodenough [1926] and Dale B Harris [1963] The Harris/Goodenough Draw A Man Test

  4. Children’s Drawings Boy Age 7-10 Raw Score 4 Girl Age 3-11 Raw Score 5

  5. Children’s Drawings Girl Age 6-6 Raw Score 9 Boy Age 4-11 Raw Score 6

  6. Children’s Drawings Boy Age 5-1 Raw Score 10 Girl Age 5-0 Raw Score 16

  7. Children’s Drawings Girl Age 5 Raw Score 19 Boy Age 12-6 Raw Score 53

  8. Children’s Drawings Girl Age 12-1 Raw Score 7 Boy Age 15-10 Raw Score 63

  9. How good was your drawing? How developed was your concept of a person as exemplified through your drawing? Swap your picture with someone else. How would they have scored? Make a reasonable estimate from the criteria on the following slide.

  10. What is Schema Theory? Human beings understand the world by constructing models of it in their minds Johnson-Laird A theoretical multidimensional store for almost innumerable items of knowledge, or as a framework with numerous nodes and even more numerous connections between those nodes… The more connections there are within and between schemas, the more construction has taken place and the more it is considered that knowledge and understanding has been gained; that is, learning has taken place Pritchard

  11. Mapping a Schema Think of an egg Write down 3 words you think of when you think egg Collect together these words in your table group One group feed back to the front Together we will map the schema Related things near each other, links made where appropriate

  12. The Concept of a Schema • This definition of a schema involves action: • A schema […] is a pattern of repeatable behaviour into which experiences are assimilated and that are gradually co-ordinated. Co-ordinations lead to higher level and more powerful schemas. Athey, 1990, p.37

  13. A Schema is a Piagetian Concept [Constructivist] • The function of a schema is to enable generalizations to be made about objects and events in the environment to which the schema is applied Piaget & Inhelder, 1973 p382

  14. Mayer’s 4 Elements of a Schema • General It may be used in a variety of situations as a framework for understanding incoming information • Knowledge It exists in memory as something that a person knows • Structure It is organised around some theme • Comprehension It contains slots which are filled by specific information

  15. Map a Schema In table groups Using the large sheet of paper and pens map a schema for the curriculum subject you have been given [10 minutes] Prepare a short presentation about your schema to be given to the rest of the group [10 minutes]

  16. Characteristics of Schemas • They are based on our general world knowledge and experiences • They are generalised knowledge about situations, objects, events, feelings and actions • They are incomplete and constantly evolving • They are personal • They are not usually accurate representations of phenomenon • They typically contain inaccuracies and contradictions • They provide simplified explanations to complex phenomena • They contain uncertainty but are used even if incorrect • They guide our understanding of what is happening by providing explanations of new information

  17. The Development of Drawing Early drawings evolve out of scribbling and proceeds according to a developmental sequence scale., Regardless of ethnic, geographical and cultural influences, young children the world over make identical scribblings between the ages of two and five years… The various scribbled forms occur in definite sequence, according to maturational levels, and therefore they should be viewed as products of biological behaviour, rather than of culturally learned behaviour. Kellogg [1968]

  18. Developing Drawing • Kellogg warns teachers on the dangers of accelerating children out of their biological art stage • While a baby is still in a state of disordered scribbling, drawing a picture of something real is inconceivable – Lowenfeld • The above two theorists view intervention as pushing a child towards a future stage of development. • Extending and enriching the existing stage, as on the Froebel Early Education Project, did show that the children thrived on this level of participation

  19. Froebel Early Education Project • studied 20 children in an EPA in depth over a period of 2 years • children attended the project centre • involved parents as well as professionals in making observations of their children’s learning and in discussing children’s concerns and progress

  20. The Froebel Early Education Project • All children in the project group were given powerful experiences from which they could learn, in the form of visits and visitors each week. • Children were observed systematically, and notes made of their representations, conversations, play actions and speech.

  21. Conceptual Learning • Athey and her associates found that children worked on specific schemas for long periods of time, appearing to be obsessed with particular aspects of their world, as they developed these schemas and made sense of them.

  22. Early Topological and Space Representation Proximity -facefeatures are near each other Enclosure –enclosed face features inside outline Connection – head connected to body as are arms/legs Separation – different body parts separate from each other Horizontal and Vertical Co-ordinates –Organised within logical horizontal and vertical patterns

  23. Athey’s 8 Categories of Action Schema • dynamic vertical • dynamic back & forth / side-to side • dynamic circular • going over or under • going round a boundary • enveloping and containing • going through a boundary • Thought [An internalised notion]

  24. Dynamic Vertical Schema • The concept of up and down

  25. Dynamic Back and Forth Schema • The concept of side to side

  26. Circular Directional and Rotational Schema • The concept of the circle and circular motion

  27. Over and Under Schema • The concept of on top of and underneath

  28. Round a Boundary Schema • The concept of an enclosing line

  29. Enveloping Schema • The concept of containment

  30. Through a Boundary Schema • The concept of entry and exit

  31. DVD - Developing Drawing

  32. Bibliography Athey C [2007] Extending Thought in Young Children – A Parent-Teacher Partnership London:Paul Chapman Harris D B [1963] Children’s Drawings as a measure of Intellectual Ability New York:Harcourt, Bruce and World Nutbrown C [2006] Threads of Thinking London:SAGE Pritchard A [2005] Ways of Learning London:David Fulton

More Related