Longitudinal Evaluation of Responsive Actions to Other Children during Drawing Activities

Focusing on the Relevance of Peer Relationship Formation

Abstract

This study examined one child's responsive actions toward her peers as her relationships with them developed during drawing activities. A participatory observation was conducted in a nursery class of 5-year-olds for eight months. Episodes of free play were analyzed qualitatively. The results were as follows: 1) The child's degree of intimacy with other children influenced her interactions with them during drawing activities. For peers with whom she shared high degrees of intimacy, she focused on the pleasure of being together and showed emotionally responsive actions. For peers with whom she shared low degrees of intimacy, she attempted self-assertion over them. 2) As peer relationships transformed, she gradually expressed feelings of consideration for the other children and sought insight from their drawings, expressions, and utterances. 3) The purpose of the drawing activities changed from a purposeful activity with a certain child to an improvised activity with a chance encounter.