Children’s Drawings

1. Front Matter

   Pages i-ix

   PDF

2. The Development of Intelligence and Drawing Ability in Children

   1. Front Matter

      Pages 1-1

      PDF

   2. Introduction

      • Martin Krampen

      Pages 3-9

   3. Developmental Semiotics

      • Martin Krampen

      Pages 11-20

   4. The Mental Image

      • Martin Krampen

      Pages 21-29

   5. Drawing Development

      • Martin Krampen

      Pages 31-45

   6. Drawing in Nursery School

      • Martin Krampen

      Pages 47-59

   7. Grapheme Development

      • Martin Krampen

      Pages 61-72

3. Children’s Drawings of Buildings

   1. Front Matter

      Pages 73-73

      PDF

   2. Introduction to the Study of Children’s Drawings of Buildings

      • Martin Krampen

      Pages 75-143

   3. Methods of the Central Study

      • Martin Krampen

      Pages 145-155

   4. Results of the Central Study

      • Martin Krampen

      Pages 157-195

   5. Discussion of the Results

      • Martin Krampen

      Pages 197-224

4. Back Matter

   Pages 225-238

   PDF

This book is dedicated to all those who love children and their wonderful, often surprising, drawings. This means it addresses all those interested in their devel­ oping capacity to produce "iconic" signs: parents, teachers, child psychologists, artists, architects (since building drawings are treated here), and semioticians at large-to name but a few potential readers. Because of the broad audience, I tried to keep scientific jargon to a minimum. Whenever this was unavoidable, I tried to explain the terms in such a way that even beginners in psychology could understand my arguments. I received the first impulse to think about a book like this from the Interna­ tional Year of the Child declared by the UN in 1979. In a first phase of the project, I obtained drawings of the six different building types treated in this book from more than 100 children aged 3-12 years in Turkey during a stay there as part of the faculty of Architecture of the Karadeniz Technical University in Trabzon under the auspices of the UN­ ESCO/UNDP program TUR/75/012. My special thanks go to Dr. Erdem Aksoy, then president of the university, and Dr. Ozgontil Aksoy, then dean of the faculty of Architecture and Civil Engineering, for their encouragement to carry out the project. I would also like to thank Dr. Kutzal Oztlirk, Sevinc Erttirk, Ali Ozbilen, Hasan Saltik, together with all the teachers in nursery and elementary schools in and around Trabzon who helped to collect the drawings.

• child
• children
• coding
• development
• environment
• intelligence
• psychology
• school
• semiotics
• university
• literary diction

• Board of Advisors, Deutsche Gesellschaft für Semiotik, Ulm, Federal Republic of Germany

  Martin Krampen

Policies and ethics