Abstracts - Earli

children’s drawing, we now bring together five studies from five different countries dealing withthe development of representational drawing in context, in children in ages 1 to 12.Emergence of representational drawing in 1- to 3-year-old childrenKyoko Yamagata, Kanazawa University, JapanWe analyzed the emergence of representational drawing during the early phases that haveclassically been named ‘scribbling stage’ (Luquet, 1927). By adopting a constructive activityviewpoint, we propose an alternative model for the emergence of representational drawing in 1- 3-year-old children. Our studies showed that pre-representational and representational drawingsemerge and develop in shared tasks during social and cultural interactions. These results suggestedthat the development of representational drawing is based on the ability to extract the componentsof an object and on the acquisition of drawing ability, which allow a child to combine thecomponents into a planned drawing. Although it has been assumed that children develop from thescribbling stage to the schematic drawing stage through fortuitous realism, as Luquet (1927)asserted, we suggest that the development of representational drawing during the so-calledscribbling stage is related to symbolic and cognitive function, constructive activity, motorregulation, and sociocultural factors, and that early drawing development involves several stages.Young children’s ability to produce different drawing genres: scientific and narrativeEva Teubal, David Yellin Teachers’ College, IsraelAinat Guberman, David Yellin Teachers’ College, Hebrew University, IsraelThe present study focuses on young children’s production of a particular kind of tool: non-verbalgraphic texts- namely, two different genres of drawing- narrative and scientific illustration. To thebest of our knowledge the specific topic of children’s purposeful distinct production of twodifferent drawing genres has not been previously studied. This study was aimed at tackling thequestion of preschoolers’ and kindergarteners’ ability to produce two different genres of drawntext (narrative and scientific)- within the framework of ecologically valid tasks, while supportedby an adult’s mediation. In order to find the answer to that question forty-six preschool andkindergarten children of heterogeneous socioeconomic background aged between 48 – 75 monthswere individually interviewed twice. They were asked to a) illustrate a story which had been readto them ("drawing from imagination") and b) draw an object present in front of them ("drawingfrom reality") for their own study purposes. Productions were assessed by student teachers. Theorder of interviews A and B was counterbalanced among subjects. The drawings were given to 20student teachers, each categorizing about 12 drawings. Thus, each drawing was classified intoeither the "scientific" or "narrative" category by 2 – 3 adults. We found even our youngest childrenwere able to produce discriminable drawings representing narrative and scientific illustrations withno age differences. This finding is highly relevant to both learning and instruction, since it pointsat the potential of drawing as both communicative and representational tool accessible to childrenfrom very early stages.Drawing development and metacognitive processes in early and middle childhoodGiuliana Pinto, University of Florence, ItalyDiletta de Bernart, University of Florence, ItalyConsidering previous studies supporting the strong relationship between cognitive performanceand meta-cognitive knowledge in many learning fields, we aim to examine the investigation on thelinks between metacognitive components, considered both at their conceptual and procedural– 509 –