Abstract
This paper explores the likely benefits of incorporating works of art into childhood modelling education as a concrete response to various difficult stumbling blocks that children encounter. We believe that such an initiative is useful from the perspective of elementary school fine arts education. First, we employed the ‘schematic acquisition and suppression’ perspective to organize the development of children’s pictorial representations. Next, considering art as an environment for clinical application, we investigated the effectiveness of two stimuli aimed at activating pictorial representation: the first was a visual stimulus, outlining part of a work of art, and the second was a verbal stimulus, appreciating that work. By effectively incorporating visual and verbal stimuli, we intend to expand the educational theory of early childhood modelling, thus facilitating children’s smooth transition to the subject of arts and crafts.
