Sarah E. Rose

TL;DR: In this article, the authors investigate the attitudes and practices of teachers, parents and children themselves that shape children's drawing experience and the drawings which they produce, and report some preliminary findings from their own large-scale interview and survey study of 270 5-14 year old children, their parents and teachers.

Abstract: Concept: Few empirical studies have investigated the influence of teachers, parents and children on children's drawing experience. The current study aims to examine the attitudes and practices of these three key players that shape children's drawing experience. Method: A survey methodology was used, as typically found in previous research in this area. Participants were 270 5–14 year old children, 44 of their teachers of the National Curriculum for Art and Design, and 146 of their parents. The teachers and children participated in individual interviews and the parents completed a postal survey. Responses to most interview questions were transcribed and content analysis used to identify salient themes. The other questions involved responses on five-point scales, these were analysed by reporting percentages. Results: The findings are discussed in five sections. First, the positive perceptions of children's drawing behaviour and attitudes. Second, the perceived importance and principal aims of the National Curriculum for Art and Design Education. Third, the numerous sources of encouragement and support for drawing development. Fourth, the differing perceptions of what constitutes a good and bad drawing. Fifth, issues surrounding an age-related decline in children's drawing activity. Conclusions: The findings are related to theories of drawing education, and implications for children's drawings and drawing pedagogy are discussed.

TL;DR: In this article, the authors investigated the expressive and representational drawing ability of British National Curriculum, Steiner, and Montessori pupils aged 5 to 9 years old.

TL;DR: In this article, a survey measuring students' views and practices regarding feedback was completed and the authors found that the only significant predictor variable was year of study of the course thus identifying a key predictor whilst ruling out numerous potential predictors.

TL;DR: In this paper, the authors investigated the extent to which young children's risk of being bitten by a dog might be explained by a lack of ability to accurately recognize dog's emotions and a lack knowledge about how to behave appropriately around dogs showing different emotions.