Publication Cover
Studies in Art Education
A Journal of Issues and Research
Volume 46, 2005 - Issue 4
74
Views
5
CrossRef citations to date
0
Altmetric
Original Articles

What Children Have in Mind: A Study of Early Representational Development in Paint

Pages 339-355 | Published online: 21 Dec 2015

References

  • Ballengee-Morris, C., & Stuhr, P. (2001). Multicultural art and visual cultural education in a changing world. Art Education, 54(A), 6–13.
  • Burton, J. M. (1980a). Developing minds: Beginnings of artistic language. School Arts, 80, 6–12.
  • Burton, J. M. (1980b). Developing minds: The first visual symbols. School Arts, 80, 60–65.
  • Burton, J. M. (1994). The arts in their infancy. Paper presented at the Maryland Institute, College of Art, Baltimore, MD.
  • Burton, J. M. (2001). Lowenfeld: An(other) look. Art Education. 54(6), 33–42.
  • Burton, J. M., Horowitz, R., & Abeles, H. (1999). Learning in and through the arts: The question of transfer. Studies in Art Education, 43(3), 228–257.
  • Calinescu, M. (1987). Five faces of modernism. Durham: Duke University Press.
  • Carey, S. (1988). Cognitive development in childhood. In S. Schiffer & S. Steele (Eds.), Cognition and representation (pp. 131–160). Boulder, CO: Westview Press.
  • Carroll, N. (1999). Philosophy of art. London: Routledge.
  • Chandler, M., & LaLonde, C. (1996). Shifting to an interpretive theory of mind: 5- to 7-year olds' changing conceptions of mental life. In A. Sameroff & M. Haith (Ed.), The five to seven year shift: The age of reason and responsibility (pp. 111–140). Chicago: University of Chicago Press.
  • Chapman, M. (1988). Constructive evolution. Cambridge: Cambridge University Press.
  • Cole, M. (1997). Cultural mechanisms of cognitive development. In E. Amsel & K. A. Renninger (Eds.), Change and development: Issues of theory, method, and application (pp. 245–263) Mahwah, NJ: Lawrence Erlbaum Associates.
  • Duncum, P. (1990). Clearing the decks for dominant culture: Some first principles for a contemporary an education. Studies in Art Education, 31(4), 207–15.
  • Eisner, E. (2002). The arts and the creation of mind. New Haven: Yale University Press.
  • Elkins, J. (2000). What painting is. New York: Routledge.
  • Fodor, J. A. (1983). The modularity of mind. Cambridge, MA: MIT Press.
  • Franklin, M. (1994). Art, play, and symbolization in childhood and beyond: Reconsidering connections. Teachers College Record, 95, 526–541.
  • Freedman, K. (1997). Artistic development and curriculum: Socio-cultural learning considerations. In A. M. Kindler (Ed.), Child development in art (pp. 95–114). Reston, VA: The National Art Education Association.
  • Freedman, K. (2000). Teaching Visual Culture in a Democracy. Studies in Art Education, 41(4), 314–327.
  • Freedman, K., & Stuhr, P. (2004). Curriculum changes for the 21st century: Visual culture in art education. In E. Eisner & M. Day (Eds.), Handbook of research and policy in art education (pp. 233–252). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Goodnow, J. (1977). Children drawing. Cambridge MA: Harvard University Press.
  • Goodman, N. (1968). Languages of art. Indianapolis: Bobbs-Merrill.
  • Goodman, N. (1984). Of mind and other matters. Cambridge, MA: Harvard University Press.
  • Goodman, N. (1991). When is art? In R.A. Smith & A. Simpson (Eds.), Aesthetics and arts education (p. 108–118). Urbana, IL: University of Illinois Press.
  • Haith, M., & Sameroff, A. (1996). The 5 to 7 shift: Retrospect and prospect. In A. Sameroff & M. Haith (Eds.), The five to seven shift: The age of reason and responsibility (pp. 435–449). Chicago: University of Chicago Press.
  • Karmiloff-Smith, A. (1992). Beyond modularity: A developmental perspective on cognitive science. Cambridge, MA: MIT Press.
  • Kellogg, R. (1969). Analyzing children's art. Palo Alto, CA: National Press Books.
  • Kincheloe, J., & Steinberg, S. (1993). A tentative description of post-formal thinking: The critical confrontation with cognitive theory. Harvard Educational Review, 63(3), 296–320.
  • Kindler, A. (2004). Researching impossible? Models of artistic development reconsidered. In E. Eisner & M. Day (Eds.), Handbook of research and policy in art education (pp. 233–252). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Kindler, A., & Darras, B. (1997). Map of artistic development. In A. M. Kindler (Ed.), Child development in art (pp. 95–114). Reston, VA: The National Art Education Association.
  • Korzenik, D. (1975). Changes in representation between the ages of five and seven. In I. Jakab (Ed.), Transcultural aspects of psychiatric art, 4 (pp. 95–104). Basel Switzerland: Karger.
  • Louis, L. (1999). In the paint. New York: Abbeville Press.
  • Louis, L. (2005). The teacher education collaborative: An art educator's perspective. In M. Holzer & S. Noppe-Brandon (Eds.), Community in the making: Lincoln Center Institute, the arts, and teacher education. New York: Teachers College Press.
  • Lowenfeld, V., & Brittain, W. L. (1970). Creative and mental growth. New York: Macmillan.
  • Matthews, J. (2003). Drawing and painting: Children and visual representation. London: Paul Chapman.
  • Matthews, J. (2004). The art of infancy. In E. Eisner & M. Day (Eds.), Handbook of research and policy in art education (pp. 253–298). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Monk, R. (1990). Ludwig Wittgenstein: The duty of genius. New York: Free Press.
  • Neperud, R. (1995). Context, content, and community in art education. New York: Teachers College Press.
  • Piaget, J., & Inhelder, B. (1956). The child's concept of space. London: Routledge.
  • Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford: Oxford University Press.
  • Searles, J. (1998). Mind language and society. New York: Basic Books.
  • Schweder, R., & LeVine, R. (1984) Cultural theory. New York: Cambridge University Press.
  • Siegler, R. S. (1996a). Emerging minds: The process of change in children's thinking. New York: Oxford University Press.
  • Siegler, R. S. (1996b). Unidimensional thinking, multidimensional thinking, and characteristic tendencies of thought. In A. Sameroff & M. Haith (Ed.), The five-to-seven year shift: The age of reason and responsibility (pp. 63–84). Chicago: University of Chicago Press.
  • Silvers, A. (1979). Show and tell: The arts, cognition, and basic modes of referring. In S. Madeja (Ed.), The arts, cognition, and basic skills (pp. 31–50) St. Louis, MO: CEMREL.
  • Smith, N. (1972). Developmental origins of graphic symbolization in the paintings of children three to five. (Doctoral dissertation, Harvard University, 1972). Dissertation Abstracts International 39, A6472.
  • Smith, N. (1979a). How a picture means. In D. Wolf & H. Gardner (Eds.), New directions for child development, 3. San Francisco: Jossey-Bass.
  • Smith, N. (1979b). Developmental origins of structural variation in symbolic form. In N. Smith & M. Franklin (Eds.), Symbolic functioning in childhood (pp. 11–26). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
  • Smith, N. (1983). Experience and art. New York: Teachers College Press.
  • Smith, N. (1992). Development of the aesthetic in children's drawings. In D. Thistlewood, (Ed.), Drawing research and development (pp. 130–140). Essex, England: Longman Press.
  • Sokol, B., & Chandler, M. (2004). A bridge too far: On the relations between moral and secular reasoning. In J. I. M. Carpendale & U. Muller (Eds.), Social interaction and the development of knowledge. Mahwah, NJ: Lawrence Erlbaum.
  • Tavin, K. (2000). Just doing it: Towards a critical thinking of visual culture. In D. Weil & H. K. Anderson (Eds.), Perspectives in critical theory: Essays by teachers in theory and practice (pp. 187–210). New York: Peter Lang.
  • Thompson, C. M. (2003). Kinderculture in the art classroom: Early childhood art and the mediation of culture. Studies in Art Education, 44(2), 135–146.
  • Wellman, H. M., & Gelman, S. A. (1992). Cognitive development: Foundational theories of core domains. Annual Review of Psychology, 3, 337–375.
  • White, S. (1965). Evidence for a hierarchical arrangement of learning processes. In L. Lipsitt & C. Spiker (Eds.), Advances in child development and behavior (pp. 187–220). New York: Academic Press.
  • Wilson, B. (1997). Child art, multiple interpretations, and conflicts of interest. In A. M. Kindler (Ed.), Child development in art (pp. 95–114). Reston, VA: The National Art Education Association.
  • Wilson, B. (2004). Child art after modernism. In E. Eisner & M. Day (Eds.), Handbook of research and policy in art education, (pp. 253–298). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Wilson, B., & Wilson, M. (1977). An iconoclastic view of the imagery sources of the drawing of young people. Art Education, 30(1), 5–11.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.