Seeing with Hands
Exploring the potential of drawing to understand the real world in terms of two-dimensional surface
Children’s Drawings: A mirror to their minds
Isabelle D. Cherney*, Claire S. Seiwert, Tara M. Dickey and Judith D. Flichtbeil, Creighton University, USA
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http://piedmontdiscovery.blogspot.in/2010/06/drawing-from-lifeart-as-tool-for.html
Drawing from Life...art as a tool for exploring
http://www.amnh.org/explore/curriculum-collections/biodiversity-counts/what-is-biodiversity/drawing-as-a-way-of-looking-at-the-natural-world
Drawing as a Way of Looking at the Natural World
www.brighton.ac.uk/visuallearning/drawing , Pauline Ridley, Dr Angela Rogers
DRAWING CONNECTIONS:NEW DIRECTIONS IN DRAWINGAND COGNITION RESEARCH
International Drawing and Cognition Research http://drawingandcognition.pressible.org/
https://www.academia.edu/2374877/Drawing_Connections_new_directions_in_drawing_and_cognition_research
Angela Brew, University of the Arts London, Michelle Fava, Loughborough University, Andrea Kantrowitz, Teachers College, Columbia University
What does drawing reveal about thinking? (1999) Barbara Tversky
https://www.academia.edu/693754/What_do_Sketches_say_about_Thinking
THINKING THROUGH DRAWING:PRACTICE INTO KNOWLEDGE
https://www.academia.edu/1885968/Kantrowitz_A._Brew_A._and_Fava_M._eds._Thinking_through_Drawing_practice_into_knowledge._Teachers_College_Press_New_York
Drawing to Learn
www.brighton.ac.uk/visuallearning/drawing ,
Pauline Ridley, Dr Angela Rogers
Drawing as a Unique Mental Development Tool for Young Children: Interpersonal and Intrapersonal Dialogues
•March 2005
•Contemporary Issues in Early Childhood 6(1)
Authors:
•University of New England (Australia)
For example, children below eight years of age will draw a cup with a handle even if the handle is not visible (Cox, 1992: 91). Brooks (2005) states that 'the power of drawing for children . . . is that it more closely represents thought' (pg.81). ...
... Drawing is an age-appropriate and non-threatening tool, which can provide a non-verbal means of communication and has the potential to allow children to express their experiences, thoughts, feelings and opinions (Brooks, 2005;Malchiodi, 1998in Holliday, 2009. A more recent approach (meaning making) to analyzing children's drawings, aims to appreciate how children make sense of the world around them through visual representations (Holliday et al., 2009: 248). ...
... Visual methods are appropriate to use with children as they are widely regarded to be "child-centered", age-appropriate and non-verbal means of communication with the potential to allow children to express themselves (Brooks, 2005;Malchiodi, 1998;Mitchell, 2006). Even though the use of drawings poses limitations, it is still worth using drawings as a data source. ...
https://drawingchildrenintoreading.com/about
Children's drawing and painting from a cognitive perspective: A longitudinal study
•November 2005
•Early Years 25(3):249-269
Authors:
Using examples from children drawing in a year one classroom, this article examines firstly, how drawing operates as a unique mental tool, and secondly, the role of drawing in the construction and development of knowledge. Young children utilize prior knowledge and experience to negotiate and construct meaning through their interactions with people and artifacts in the learning community. Using a Vygotskian, social constructionist framework, a detailed analysis of interpersonal drawing dialogues is extended to include children's intrapersonal dialogic engagement with their drawing. When these children were encouraged to revisit, revise and dialogue through and with their drawing, they were able to explore and represent increasingly complex ideas.
The Surprisingly Powerful Influence of Drawing on Memory
Fernandes, Myra A.; Wammes, Jeffrey D.; Meade, Melissa E. https://www.deepdyve.com/lp/sage/the-surprisingly-powerful-influence-of-drawing-on-memory-u93uinbWY4?key=sage
From the cognitive sciences research
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Everything the brain does, from the linking of neurons into networks, to the categorizing of perceptions, to the formation of consciousness as a whole, it does on an entirely self-organizing basis, rather than a master program or control center telling it what to do.
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Gerald Edelman, Second Nature. New Haven, CT: Yale University Press, 2006, Pg. 27-33
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The underlying neurological, physiological, and psychological activity that supports learning occurs on a self-organizing basis; and likewise, that learning’s behavioral components—intention, interest, emotion, perception, categorization, generalization, memory, and action—all self-organize too’
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Thelen and Smith, A Dynamic Systems Approach to the Development of Cognition and Action, pg. 327
Children, on their own, can discover both the skills to be learned and how to master them through experimentation - trial and error problem solving. Children are capable of directing their own learning.
Linda Smith and Michael Gasser, 2005, “The Development of Embodied Cognition: Six Lessons from Babies.” Artificial Life, Vol. 11, pg. 13-30.
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At the neurological level unstructured, “rough and tumble” play influences the production of special neurochemicals that are essential to neural growth, especially in the cognitive areas of the brain that participate in learning’.
Nakia Gordon et al, “Socially-induced brain ‘fertilization’:
play promotes brain derived neurotropic factor transcription in the amygdala and dorsolateral frontal cortex in juvenile rats.” Neuroscience Letters, 2003, volume 341, no. 1 pg. 17-20.
“Untimely interference and direction by adults can disturb a child’s developing mastery, and the use of rewards, deadlines, and controlling communications will undoubtedly be detrimental.”
Edward Deci and Richard Ryan, Intrinsic Motivation and Self-determination in Human Behavior. New York: Plenum, 1985.