The Development of Intention as Examined in Young Children's Naming of Drawings

  • Yamada Mayo
    Graduate School of Human Development and Environment, Kobe University Japan Society for the Promotion of Science

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  • 幼児期の描画における意図の発達:命名行為の変化の検討
  • ヨウジキ ノ ビョウガ ニ オケル イト ノ ハッタツ : メイメイ コウイ ノ ヘンカ ノ ケントウ

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Abstract

Pictures are one of the important communication tools used by young children. The present study clarified the development of intention in young children's drawings, examining developmental changes in children's naming of drawings in a communication situation. Preschoolers (20 2-year olds, 26 3-year olds, 29 4-year olds, and 30 5-year olds) were asked individually to draw a figure (e.g., a circle: without-naming condition) and a figure which was named by an experimenter and child (e.g., a circle labeled an apple: pre-naming condition). After the drawing session, an experimenter asked three test questions: (1) “What is this?”; (2) “It looks like ‘X' (e.g., ‘a red light'). Which picture did you draw?”; and (3) “What picture were you going to draw at first?” The results showed that although 2-year olds decided to draw an object, significantly fewer of them answered with pre-naming (e.g., an apple). These 3-, 4- and 5-year olds answered with pre-naming even though they were given different names by the experimenter. In addition, significantly more 5-year olds accepted the naming from the experimenter, compared with the 2- and 3-year olds.

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