Studies how Singaporean children differentiate in drawing between a sphere and an elongated, straight-sided ovoid. Tests Piaget's and Inhelder's beliefs that very young children are unable to differentiate in their drawings between differently contoured shapes. Finds that children are able to show the difference in drawings between the two shapes.…

Looks at individuality, in the sense of a personal expressive idiom or style, in children's art production. Shows that early stylistic differences manifest in children's art making correspond to basic cognitive/affective learning processes. Outlines implications for ideas about child development. (DSK)

Investigates possible test stimuli effects as causes for variations in results of research on children's preference for compositional balance as related to age threshold and developmental trend. Finds several test stimuli effects that could have interfered with previous studies. Concludes by noting implications for art education. (DSK)

Reports on a study of seven preschool children engaged in drawing activities with traditional media (crayons, felt-tip pens, etc.) and a mouse-driven computer paintbox program. Finds that the same basic media-independent strategies are used when children try to establish a relationship between their mark-making actions and the resultant effects.…

Studies the employment of collage by young children as a symbolic activity in organized educational settings. Establishes a taxonomy of collage types and observes their development in two kindergarten classes. Concludes that collage promotes the acquisition of a flexible sequence of skills and reflects a range of abilities and approaches. (DSK)

Reports on the beginnings of visual representation in early childhood by using longitudinal studies in both London, England and Singapore. Finds evidence to support the theory that underlying children's use and organization of visual media are certain robust forms of behavior, or deep structures. (CFR)

Examines the relationship between children's artistic development and issues of learning. Categorizes undergraduate elementary education students' responses to an article on artistic development based on their own experiences. Summarizes the types of student reactions, and suggests implications for instructional practices. (DSK)

Reviews research about young childrens' focusing on the ability to transform a perceived scene into another representation. Reports on a study of 109 children and 18 college-age students on their ability to mold a lump of clay into a three-dimensional figure. Finds that cognitive maturity alone does not automatically lead to competence. (CFR)

Reports on research with preschool caregivers, primary grade teachers, and home caregivers of 605 young children on the role the visual arts play in early childhood education. Finds that parents and personnel at day care centers and nursery schools were sensitive to, and positive about, the role and significance of visual arts. (CFR)

Responds to Claire Golumb's research on the cognitive development of young children's ability to create representations of reality using visual arts. Asserts that young children must find acceptable pictorial substitutes when producing representations. (CFR)