The document outlines the typical stages of drawing development in children from ages 2 to 14. It describes the key characteristics and examples of drawings at each stage: 1) the scribbling stage from ages 2-3 where children make random marks, 2) the preschematic stage from ages 3-4 where children begin to create representational forms like people, 3) the schematic stage from ages 5-6 where children use symbols and schemas to depict objects and landscapes, 4) the gang stage from ages 7-10 where children strive for more realism and detail in their drawings. It then discusses supporting children's artistic growth at each stage.
Talks about the historical and theoretical perspectives of Viktor Lowenfeld and other researchers, as well as the informal survey taken on people of all ages regarding their artistic levels and developmental stages in art.
Talks about the historical and theoretical perspectives of Viktor Lowenfeld and other researchers, as well as the informal survey taken on people of all ages regarding their artistic levels and developmental stages in art.
This set of notes is for the secondary-school students who have registered for the "Visual Presentation of a Theme" paper session as their HKDSE Visual Arts examination to further study. Sculpture is one of the important topics for "Art Appreciation", and students need to develop a clear concept on both materials and creative methodologies while writing their formal analysis in the "two-artwork aesthetic comparison" questions.
This set of notes is for the secondary-school students who have registered for the "Visual Presentation of a Theme" paper session as their HKDSE Visual Arts examination to further study. Sculpture is one of the important topics for "Art Appreciation", and students need to develop a clear concept on both materials and creative methodologies while writing their formal analysis in the "two-artwork aesthetic comparison" questions.
Hacer un buen pitch es fundamental para startups y emprendedores en su desarrollo de etapa temprana. Con un buen pitch se construye el networking necesario para desarrollar los negocios que lleven la empresa a un siguiente nivel. Es necesario para presentarse ante potenciales clientes, aliados e Inversionistas. De la claridad que se transmita depende la posibilidad de pactar una nueva reunión en privado donde se pueda ampliar la información inicialmente entregada en el pitch
Interesting data about millenials regarding the use of coffee, instant coffeee and specialties. The information was picked up from our research presentatons made by our agency for different projects.
Making the most of social media | promoting your Pride eventAlex Webb
We all know that social media can be a force for good and bad. And whilst social media is no longer the new kid on the block any more there’s still that uncertainty around how we behave online vs the real world. Many of us may well have been on the receiving end of abuse because some keyboard basher thinks it ok to throw insults your way forgetting there’s a dedicated and hard working person or team of people at the other end. It’s not ok and we must call out hate speech and create safe spaces online. But equally we’ve seen the sheer delight when a campaign snowballs and our positive messages about LGBT+ inclusion and awareness are so widely supported and shared.
And yes we’ve all made mistakes. Some more public than others. But that shouldn’t stop us. Because ultimately we’re part of one community striving for the same outcome and this social network right here is one way of achieving that.
CHAPTER 12 COGNITIVE DEVELOPMENT IN MIDDLE CHILDHOODHistorical T.docxrobert345678
CHAPTER 12 COGNITIVE DEVELOPMENT IN MIDDLE CHILDHOOD
Historical Theme
Shkelen Agimi, 11 years, Albania
This artist’s vibrant, detailed rendering of a naval battle reflects the dramatic gains in planning, memory, categorization, spatial reasoning, and problem solving of middle childhood.
Reprinted with permission from the International Museum of Children’s Art, Oslo, Norway
WHAT’S AHEAD IN CHAPTER 12
12.1 Piaget’s Theory: The Concrete Operational Stage
Attainments of the Concrete Operational Stage • Limitations of Concrete Operational Thought • Follow-Up Research on Concrete Operational Thought • Evaluation of the Concrete Operational Stage
12.2 Information Processing
Executive Function • Memory Strategies • Knowledge and Memory • Culture, Schooling, and Memory Strategies • The School-Age Child’s Theory of Mind • Cognitive Self-Regulation • Applications of Information Processing to Academic Learning
■ Biology and Environment: Children with Attention-Deficit Hyperactivity Disorder
12.3 Individual Differences in Mental Development
Defining and Measuring Intelligence • Other Efforts to Define Intelligence • Explaining Individual and Group Differences in IQ • Reducing Cultural Bias in Testing
■ Cultural Influences: The Flynn Effect: Massive Generational Gains in IQ
12.4 Language Development
Vocabulary and Grammar • Pragmatics • Learning Two Languages
12.5 Children’s Learning in School
Educational Philosophies • Teacher–Student Interaction • Grouping Practices • Educational Screen Media • Teaching Children with Special Needs • How Well-Educated Are U.S. Children?
■ Social Issues: Education: Magnet Schools: Equal Access to High-Quality Education
“Finally!” 6-year-old Lizzie exclaimed the day Rena enrolled her in elementary school. “Now I get to go to real school, just like Joey!” Lizzie confidently walked into a combined kindergarten–first-grade class in her neighborhood school, pencils, crayons, and writing pad in hand, ready for a more disciplined approach to learning than she had experienced previously. As a preschooler, Lizzie had loved playing school, giving assignments as the “teacher” and pretending to read and write as the “student.” Now she was eager to master the tasks that had sparked her imagination as a 4- and 5-year-old.
Walking into that classroom, Lizzie entered a whole new world of challenging activities. In a single morning, she and her classmates might meet in reading groups, write in journals, work on addition and subtraction, and sort leaves gathered for a science project. As Lizzie and Joey moved through the elementary school grades, they tackled increasingly complex projects, became more accomplished at reading, writing, and math, and broadened their general knowledge of the world.
To understand the cognitive attainments of middle childhood, we turn to research inspired by Piaget’s theory and the information-processing approach. And we look at expanding definitions of intelligence that help us appreciate individual differe.
Chapter Introduction
Casper Holroyd
Learning Objectives
After studying this chapter, you should be able to:
· 11-1Define the concept of developmental levels/stages of art and their importance in early childhood education.
· 11-2Describe the scribble stage, including appropriate materials for use in this stage.
· 11-3Explain the basic forms (preschematic) stage, including appropriate materials for use in this stage.
· 11-4Discuss the pictorial (schematic) stage, including appropriate materials for use in this stage.
· 11-5Discuss the gang stage, including appropriate materials for use in this stage.
NAEYC Program Standards
· 1b
Knowing and understanding the multiple influences on development and learning.
· 3b
Knowing about and using observation, documentation, and other appropriate assessment tools and approaches.
DAP Criteria
· 2B2
Teachers continually gather information about children in a variety of ways and monitor each child’s learning and development to make plans to help children’s progress.
· 4A
Assessment of young children’s progress and achievements is ongoing, strategic, and purposeful.
As children grow older, they change in height and weight and gain new skills. They also develop different abilities in art. The artwork of a -year-old is different from that of a -year-old or -year-old. It is different in the way it looks, as well as in the way it is made.
For many years, people have been trying to explain why all children the world over draw the way they do. There are many theories of children’s art, each of which offers an explanation for why children produce art and suggests strategies for teachers. Basic to all of these theories are two facts. The first is that all children go through definite stages in their development of art. The second is that the pace of each child’s development in art varies with the child.11-1Developmental Levels/Stages of Art
LO 1
Just as young children experience various stages of physical development, they also develop art abilities in a gradual process, going through specific stages. These stages are called developmental levels. A developmental level is a guide to what a child can do in art at different ages, but it is not a strict guideline. Some children may be ahead of or behind the developmental level for their age. Developmental levels tell the teacher what came before and what is to come in the artwork of the young child.
There is no exact pattern for each age level. Not all -year-olds behave alike, nor are they completely different from -year-olds. But there is a gradual growth process that almost every child goes through. There is also considerable overlap between stages. Stages of art development as presented in this chapter should be viewed as fluid and dynamic—not as static and rigid. Sometimes children will not fit neatly into each stage at approximately the “correct” age. Two stages may be represented in one work, and a child may regress before advancing to the next stage. An understan ...
my 3rd through 6th grade students are using mixed-media collage to decorate their new sketchbooks. here are some suggestions we discussed before beginning.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2. The Scribbling Stage
Age: 2 years
Characteristics:
First disordered scribbles are simply records of enjoyable kinesthetic
activity, not attempts at portraying the visual world. After six months of
scribbling, marks are more orderly as children become more engrossed.
Soon they begin to name scribbles, an important milestone in
development.
Random scribbles begin at age one-and-a-half, but quite quickly take on
definite shapes. Circular movement is first because it is most natural
anatomically.
4. The Preschematic Stage
Age: 3 - 4 years
Characteristics:
First conscious creation of form occurs around age three and provides a
tangible record of the child's thinking process. The first representational
attempt is a person, usually with circle for head and two vertical lines for legs.
Later other forms develop, clearly recognizable and often quite complex.
Children continually search for new concepts so symbols constantly
change.
At four or five, the child begins to tell stories or work out problems with
her drawings, changing basic forms as needed to express meaning. Often
once the problem is expressed, the child feels better able to cope with it.
6. The Schematic Stage
Age: 5 - 6 years
Characteristics:
The child arrives at a "schema," a definite way of portraying an object,
although it will be modified when he needs to portray something important.
The schema represents the child's active knowledge of the subject. At this
stage, there is definite order in space relationships: everything sits on the
base line.
By five or six, children develop a set of symbols to create a landscape that
eventually becomes a single variation repeated endlessly. A blue line and sun
at the top of the page and a green line at the bottom become symbolic
representations of the sky and ground. Landscapes are composed carefully,
giving the impression that removing any single form would throw off the
balance of the whole picture.
8. The Gang Stage
(The Dawning Realism)
Age: 7 - 10 years
Characteristics:
The child finds that schematic generalization no longer suffices to express reality. This dawning
of how things really look is usually expressed with more detail for individual parts, but is far from
naturalism in drawing. Space is discovered and depicted with overlapping objects in drawings and a
horizon line rather than a base line. Children begin to compare their work and become more
critical of it. While they are more independent of adults, they are more anxious to conform to their
peers.
At nine or ten years, children try for more detail, hoping to achieve greater realism, a prized goal.
Concern for where things are in their drawings is replaced by concern for how things look--
particularly tanks, dinosaurs, super heroes, etc. for boys; models, horses, landscapes, etc. for girls.
The passion for realism is in full bloom. When drawings do not "come out right" (look real) they seek
help to resolve conflict between how the subject looks and previously stored information that
prevents their seeing the object as it really looks. Children struggle with perspective,
foreshortening, and similar spatial issues as they learn how to see.
10. The Pseudo-Naturalistic Stage
(The Crisis Period)
Age: 11 - 13 years
Characteristics:
This stage marks the end of art as spontaneous activity as children are
increasingly critical of their drawings. The focus is now on the end
product as they strive to create "adult-like" naturalistic drawings. Light
and shadow, folds, and motion are observed with mixed success, translated to
paper. Space is depicted as three-dimensional by diminishing the size of
objects that are further away.
The beginning of adolescence marks the end of artistic development among
most children, due to frustration at "getting things right." Those who do
manage to weather the crisis and learn the "secret" of drawing will become
absorbed in it. Edwards believes that proper teaching methods will help
children learn to see and draw and prevent this crisis.
12. The Period of Decision
Age: 14 years and older
Characteristics:
Art at this stage of life is something to be done or left alone. Natural
development will cease unless a conscious decision is made to improve
drawing skills. Students are critically aware of the immaturity of their
drawing and are easily discouraged. Lowenfeld's solution is to enlarge
their concept of adult art to include non-representational art and art
occupations besides painting (architecture, interior design, handcrafts,
etc.)
14. How we can support children
Scribble Stage (2 years): Give toddlers ample opportunities to make marks
with a variety of easily-grasped tools. Use colorful materials and introduce
papers with a range of textures.
Preschematic Stage (3 - 4 years): Ask children to explain their drawings and
tell the stories that spring from their work. Avoid guessing what symbols may
be; ask and listen.
Schematic Stage (5 - 6 years): Discuss basic atmospheric perspective and
overlapping to enhance an understanding of spatial relationships. Simple
figure drawing increases awareness of all the parts of the body to be drawn.
Continue to invite children to tell stories and talk about their work.
15. How we can support children
Gang Stage (7 - 10 years): Introduce techniques to simplify complex forms for
drawing, such as finding basic geometric shapes in objects. Explore one-point
perspective to continue growth with spatial relationships. Encourage
experimentation with abstract (non-objective) drawing to increase the scope
of art awareness. Practice shading, anatomy, and simple composition.
Pseudo-Naturalistic Stage (11 -13 years): Balance observational drawing with
art based in meaning. Show artwork where the outward appearance is
secondary to the emotional response or message sent to the viewer. Continue
to practice perspective, shading, anatomy and composition as well as color
theory.
Period of Decision (14 and older): Encourage artistic prompts that are
inspired by emotions. Study work of master artists to experience a vast range
of styles and techniques that can be mimicked and added to a child’s “toolbelt
of skills.”