How To Describe Jereon's Drawing

* The child can draw circles, lines and dots, using preferred hand (2 years old)

2. saw that as a child develops they use different ways of representing the things around them.

* 8 – 12 years - Children aged 8 – 9 are beginning to join their letters together when handwriting. They can draw in a more naturalistic way; ways in showing depth, shading, 3D and movement begin to develop. Children ages 10 – 11 years tackle more detailed tasks such as needle work or woodwork and have established a writing style – usually with joined up letters.

As I started to observe, two children name Theodore and Stella both of them was doodling lines in a paper. Theodore sat in chair drawing lines in paper

What makes children so different even when they are the same age? This is an important question and one that has not yet been fully answered. We do know, however that children’s development is shaped both by intrinsic or personal factors, such as their health, but also external factors such as their family environment and their access to educational provision. This means that while a child may be born with the potential to be a great artist, this potential is unlikely to be realized unless the child has the chance to paint and draw and is encouraged by adults.

Rosa picked up the chalk and started drawing on the paper. She moves the chalk in circle and up and down. As she would be drawing, she would press her lips together. The teacher then tells Rosa to dip the chalk in water. Rosa puts all the chalk in water and rolls it all around the water. Rosa gets the chalk and hits it on the table. She then starts drawing on the paper with the chalk wet. Rosa says, “Look teacher, they are different colors.” The teacher asks Rosa, “Why is it different color?” and “What did you do different?” Rosa looks at the paper and yells out

Analyzing her drawings was simple since she was very detailed when drawing them, she focused a lot on the details of her pictures and she seemed very concerned with wanting to get her drawings identical to the book. Several times she wanted to borrow the book and look at it again, but I told her

I started the rough draft for my book, and I knew I had to practice my handwriting. Mrs. Cox thought it would be more authentic and interesting if our books were hand-drawn and hand-written, so I had to make sure that my writing was impeccable (and, preferably, better than every other kid’s who was doing this). I didn’t spend too much time on my art during the rough draft process; I knew I wasn’t an artist, and I wasn’t planning on frustrating myself for hours on end because I couldn’t get the hand or the foot “just

The classroom that I observed today was called, “Rainbow Fish,” and the first student I observed was drawing pictures in her notebook. Each child has their own notebook they are able to write, color, draw, whatever they would like in. These notebooks are placed together on the writing center shelf. The student grabbed her notebook off of the shelf and walked over to the crayon, marker, and pencil area to choose a writing utensil. This classroom was clearly marked with pictures and words so students knew where to get every item they need. Once she had her notebook and her blue marker, she sat down to begin her drawing. The tables in the classroom had the children’s names written on them so the children knew where to sit during meal time. This student sat in her designated area. Although she did not have to sit at this specific table or in this specific spot, she was so use to sitting in this area, she felt like this was safe for her creative side to come out. What I observed the student drawing, I saw, which was to me, nothing but simple blue scribbles. When the student stopped to think of what to draw next, I asked her what she was making. The student replied with, “A flower, can’t you

He was instantly interested. I told him that since he was so talented, I needed for him to draw me a picture for my art class. It was very easy to convince him to help me with this assignment. I gave him the paper and offered him the option of using markers, crayons, paint, or even oil pastels, but he asked if he could just use markers. He went in his room where he has a desk that he regularly does his homework at and said that he would just do it in there. I then prompted him with the suggestions of drawing about him and his cat, him playing soccer, his family, school, or even about the time he had his birthday party at Fernbank. Once Rustin decided that he wanted to draw about playing fetch with his aunt’s dog, he spent close to fifteen minutes to complete it. Rustin is a relatively quiet eleven year old, therefore most of the time that he was drawing he was silent. I asked him a few times while coloring what he had drawn, and then he would explain it to me. However, I had to initiate any conversation that took place during this time. Once he was finished it was very clear that he drew exactly what he told me he was going to, and when I asked him for the title of the artwork he said it was, Playing fetch with

She was isolated by her husband right after they were married, he let no one but himself and his son see her. Since she was locked away in the house all day unable to leave she started to create toys for her son out of sticks and rice. She had no artistic training but taught

Child A (3.5 yo) seems to be in the Early First Drawings: Perfect Symbols Stage. This is giving because her form is clearly drawn and has a clear symbol, a girl (most likely herself). This cannot yet be considered Later First Drawing, because it is not so complex. In this sense, all it is depicted is the girl; there is nothing else such as background or other characters. Also, there is not detail to the girl, only basic features. This child seems to be ahead in drawing skills, as children usually reach this stage around 4 and 5 years old.

Scribble drawing is more pictographic in expression. Children between the ages of four and six use scribble drawings as a written expression of their work. Drawing helps children with writing development and eye-hand coordination. Children should be given an opportunity to talk about the picture. Once children learn the difference between writing and

Kayla was really involved in making a pumpkin. She is learning about the object and functionality and confidently goes about this exploration for herself. She has the ability to know how many different shapes to use to make a pumpkin. She says what color she is going to use to color it. On Kayla’s first work sample, she has drawn her family member included long red hair, two eyes, and a mouth. According to Nilsen during the Preschematic Stage 4 to 7, the child will be able to draw his first human figures, which emerge from his scribbles. (This new and distinguished symbol comes as a result of their endless combinations of line and shape). This anatomical representation is visible in Kayla’s completed work

The construction of childhood closely relates to the perspectives of developmental theories that focus on describing and understanding the processes of learning and development for children. The above image represents a group of Chinese young children at age four who are learning how to draw in color markers. It is evidence that these children are drawing the same thing in exactly same color and drawing tools, which symbolise the current situation in Chinese Early Learning Centre. Chinese young children are required to imitate the drawing that educators provided instead of exploring creative drawings using children’s own imagination ability. Thus, the pedagogical principle of Chinese Early Learning Centre is based on the normalisation of imagination