Abstract
This study was to consider the effectiveness of certain methods of teaching and assisting in the development of drawings of infants ranging from two to three years old. The first comparison was made between infants from two to two and a half years old who were subjected to either a free-drawing condition or a subjective drawing condition which included talking to children before the task. The results showed that the infants didn't show any differences between both conditions regarding form of scribbles-drawing and naming for it. The second comparison was made between infants from two and a half years old to three and a half years old who were subjected to a free-drawing condition, a subjective drawing condition#1 (the same condition which was given to the infants above), or a subjective drawing condition#2 which included a playing experience. The results showed that the infants in the subjective drawing condition group#2 showed more distinctive effects than other two groups regarding form of scribbles-drawing, and the infants both in the subjective drawing condition group#2 and condition group#1 showed more distinctive effects than the infants in the free drawing condition group regarding naming. Therefore, in this age group, the significance of introducing subjective drawings, especially one including playing, was confirmed. These results are discussed in terms of development of a chain of ‘S-O-R’ and a transferring period from an unintentional drawing activity to an intentional drawing activity.
