Descriptor
| Symbolic Learning | 2 |
| Symbolism | 2 |
| Teaching Methods | 2 |
| Art Education | 1 |
| Childrens Art | 1 |
| Cognitive Development | 1 |
| Comprehension | 1 |
| Concept Formation | 1 |
| Concept Teaching | 1 |
| Developmental Stages | 1 |
| Difficulty Level | 1 |
| More ▼ | |
Publication Type
| Information Analyses | 2 |
| Journal Articles | 2 |
| Guides - Classroom - Teacher | 1 |
Education Level
Audience
| Practitioners | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedDeloache, Judy S.; Uttal, David H.; Pierroutsakos, Sophia L. – Learning and Instruction, 1998
Research on young children and their understanding and use of models indicates that they have particular difficulty understanding and using symbols that are in themselves interesting objects (have dual representation). Implications for the use of symbols for educational purposes are discussed, reviewing several commonly used symbolic objects. (SLD)
Descriptors: Cognitive Development, Comprehension, Difficulty Level, Models
Peer reviewedBurton, Judith M. – School Arts, 1980
This second article in a series on children's artistic learning reviews the developmental process of symbolization and symbol representation by young children and analyzes the symbolism in works by three boys. Practical teaching considerations are discussed. For part one of this series, see the September, 1980 issue of this journal. (SJL)
Descriptors: Art Education, Childrens Art, Concept Formation, Concept Teaching
