Children show less evidence of nominal realism (treating the name and its object as the same) after participating in an arbitrary naming task, but older children do not show as much development away from nominal realism as Piaget postulated. (RL)

Most children who are congenitally deafblind are severely delayed in their communication development and many will not achieve symbolic understanding and expression. This article discusses developmental markers cited in the research literature as predictive of or facilitative of the development of symbolism. These markers include the growth toward…

Based on the presumption that art teachers ought to be able to describe the value of what they do and place it within a framework for rationalizing the contributions of their work to the educational development of the students they teach, this research is an attempt to describe what children learn when they paint, draw, or make three-dimensional…

Representational competence refers to the individual's capability to respond appropriately to external representations. For example, a child engaged in a grouping task may collect together all like objects even if the group contains varying representations of the object, including (1) the object itself, (2) a three-dimensional likeness of the…