Gregory S. Braswell

The role of handedness in graphic production: Interactions between biomechanical and cognitive factors in drawing development

In this study, the interaction of biomechanical and cognitive factors in drawing development was explored. Children (4- to 6-year-olds) and adults copied four shapes (two familiar and two novel) six times alternating between their dominant and non-dominant hands (starting hand was counterbalanced). Similarity in the production sequences within and across hands was compared. The results suggest that production sequences are influenced by specific motor experiences yet highlight the importance of cognitive constraints on the drawing process.

Sociocultural contexts for the early development of semiotic production.

Children constantly encounter signs during cultural practices, although many theories do not fully acknowledge sociocultural aspects of semiotic development. The author examines research on cultural practices and contexts in which children learn to produce signs involving representational drawing and pretend play. This work is contrasted with more individualistic views of semiotic development that fail to adequately address sociocultural aspects of semiotic functioning to varying degrees. The author also presents a theoretical model for understanding the structure of any sign system and for comparing semiotic systems, using examples from the drawing and pretense literatures. It is proposed that the sign-making practices in which children participate are shaped by a complex hierarchy of conventions.

Decreasing variability in the development of graphic production

Several recent theories of development have begun to recognise the importance of variability in mechanisms of change. The present study’s aim was to map variability in the drawing process. We examined changes in cognitive and biomechanical factors that influence drawing behaviour by investigating how simple shapes and complex pictures are drawn. In order to assess changes in variability with age across individuals, children (4- to 7-year-olds) and adults copied a series of geometric shapes and more complex images. In order to assess changes in variability with age within individuals, participants also made repeated copies of simple shapes and characters. Overall, both types of variability decreased with age. It is suggested that increasing biomechanical efficiency and enculturated drawing conventions contribute to these decreases.

Gravity, God and ghosts? Parents’ beliefs in science, religion, and the paranormal and the encouragement of beliefs in their children

Using a questionnaire, the present study examined parents’ beliefs regarding the development of children’s beliefs about science, religion, and the paranormal. The study also investigated parental encouragement of children’s beliefs, as well as parents’ own beliefs within these domains. Results revealed that parents make distinctions between domains in terms of (a) the importance and timing of beliefs in children’s lives, (b) their own beliefs, and (c) what they encourage their children to believe. The results also indicated that parents’ beliefs were often consistent with the beliefs, they encouraged in their children. These findings suggest that parental beliefs provide an important contextual background for children’s development.

Children and mothers drawing together: Encountering graphic conventions during social interactions

A recent graphic schemas account of drawing development that emphasizes the appropriation of graphic conventions has provided an alternative to constructivist theories, which have viewed development as a progression through universal stages. The present study addresses the limitations of this account by investigating younger children than have usually been studied, and by examining specific behaviours that may contribute to the appropriation of drawing conventions during mother‐child social interaction. Toddlers and their mothers participated in an open-ended drawing task and a structured copying task. Mothers also completed a questionnaire regarding their beliefs about drawing. Variations in dyadic interactions were related to children’s ages, task constraints, and maternal beliefs about drawing development. For example, older children and their mothers used semantics-related speech to a greater extent than younger children and their mothers. Some behaviours were more prevalent during the open-ended task (maternal assistance), and others were more prevalent during the structured task (e.g. maternal demonstrations). Several maternal behaviours also varied according to mothers’ beliefs about drawing development. Two main issues have consumed many researchers of children’s drawings: uncovering mechanisms of change and explaining how external, graphic representations are related to internal representations in the child’s mind. Undeniably the most commonly accepted explanation of children’s acquisition of graphic ability has been a class of constructivist stage theories (Eng, 1954; Freeman, 1972; Piaget & Inhelder, 1956). This stage approach has typically been used to explain change in graphic skills in general, although some researchers have focused on particular types of drawing, such as production of images of three-dimensional objects (Mitchelmore, 1978; Toomela, 1999; Willats, 1977). Children are said to progress through a series of stages without much input from others. Typifying this view, Arnheim (1974) noted that – ‘ ::: visual form, when permitted to grow undisturbed moves from stage to

A Narrative Analysis of Sibling Grief

ABSTRACT Sibling grief is linked to serious physical and mental health outcomes, yet remains the least researched of all family bereavement. This exploratory study created a shared sibling grief narrative. Open-ended interviews were conducted with 27 participants who lost a sibling. Primary themes included Shared Life: Identity Within the Sibling Arrangement; Sibling Death: Pivotal Moments in Time; Life After Sibling Loss: Emotional Suffering, Life After Sibling Loss: Missing Roles & Changing Relationships; and The Sibling Lives On. The following study findings clarify the overlooked impact that sibling death has on the surviving sibling and demonstrate the crucial need for more sibling loss research.

Variations in children's and adults' engagement with museum artifacts.

ABSTRACT Adult and child visitors (N = 33 groups) participated in a study of interactions with one another and with artifacts at a childrens museum. The study focused on differences in types of engagement based on the exhibits in which the artifacts were embedded (a grocery store exhibit vs. a water table exhibit). Results from a series of partial correlations demonstrated that some types of engagement varied significantly by exhibit, age of child participants, and child-to-adult ratio. Also, from the start to the end of an interaction, social interactions declined among 14 groups whereas child–artifact interactions increased (following a pattern of Vygotskian internalization). These results contribute to understanding the physical and social ecology of childrens use of artifacts and may inform museum exhibit design.

Young Children and Adults’ Sensitivity to Contexts for Social Conventions in Make-Believe Play

Abstract The author focused on how young children understand the nature of social conventions relating to pretend play. Twenty 4-year-olds, fifteen 6-year-olds, and 20 adults (undergraduate students) listened to vignettes in which a new child in each vignette violated a convention used by other children while playing. Participants indicated whether the violations would be corrected and whether someone needed to teach the conventions to the new children. The scope of a convention (wide versus narrow) in combination with how long the convention has been used affected 6-year-olds’ responses but not the responses of younger children or adults. In addition, there were age-related differences in participants’ beliefs about who could teach characters about the conventions and why characters might not need to be taught by others. These results demonstrate that children at the start of middle childhood can be sensitive to contextual differences in the conventions that shape everyday activities more so than adults and younger children.

Preschool children’s participation in representational and non-representational activities:

The present study examined representational and non-representational activities in which children in a Head Start classroom participated. This was an investigation from the perspective of cultural-historical activity theory of how components (e.g. artifacts and division of labour) of classroom activities vary across and within types of activities. Participants included a class of 21 ethnically diverse 4- and 5-year-olds and two teachers. Data collection involved naturalistic observations of classroom members participating in indoor play, outdoor play, and notational activities (e.g. reading and drawing) over 8 days. Who was involved, artifact use, and artifact-related actions varied by activity. Furthermore, who was involved, actions, and division of labour were strongly linked in second-by-second analyses. The present study contributes research which situates children’s development within daily activities.