schema theory – conceptual development the development of drawing
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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. - PowerPoint PPT PresentationTRANSCRIPT
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Schema Theory – Conceptual Development
The Development of Drawing
Mark Jenkins
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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
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Assessing Children’s Levels of Conceptual Development
Through Drawing
Based on the work of:-Florence Goodenough [1926] andDale B Harris [1963]
The Harris/Goodenough Draw A Man Test
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Children’s Drawings
Boy Age 7-10 Raw Score 4
Girl Age 3-11 Raw Score 5
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Children’s Drawings
Boy Age 4-11 Raw Score 6
Girl Age 6-6 Raw Score 9
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Children’s Drawings
Boy Age 5-1 Raw Score 10
Girl Age 5-0 Raw Score 16
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Children’s Drawings
Girl Age 5 Raw Score 19
Boy Age 12-6 Raw Score 53
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Children’s Drawings
Boy Age 15-10 Raw Score 63
Girl Age 12-1 Raw Score 7
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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.
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What is Schema Theory?Human beings understand the world by constructing
models of it in their mindsJohnson-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
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Mapping a SchemaThink of an egg
Write down 3 words you think of when you think egg
Collect together these words in your table groupOne group feed back to the frontTogether we will map the schemaRelated things near each other, links made
where appropriate
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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
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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
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Mayer’s 4 Elements of a Schema
1. General It may be used in a variety of situations as a framework for understanding incoming information
2. Knowledge It exists in memory as something that a person knows
3. Structure It is organised around some theme
4. Comprehension It contains slots which are filled by specific information
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Map a SchemaIn 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]
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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
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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]
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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
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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
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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.
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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.
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Early Topological and Space Representation
Proximity -face features 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
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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]
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Dynamic Vertical Schema The concept of up
and down
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Dynamic Back and Forth Schema
The concept of side to side
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Circular Directional and Rotational Schema
The concept of the circle and circular motion
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Over and Under Schema The concept of on
top of and underneath
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Round a Boundary Schema
The concept of an enclosing line
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Enveloping Schema The concept of
containment
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Through a Boundary Schema
The concept of entry and exit
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DVD - Developing Drawing
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BibliographyAthey 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