ABSTRACT

This study examines the drawings that 178 young children carried out on two different occasions separated by a period of one year to explain their understanding of the plant world. The pictorial content of the drawings was analysed in accordance to the categories that previous research has proved to be useful when it comes to gaining an insight into the examination of the depictions regarding flora in early childhood. The study provides evidence with respect to the changes in the pictorial content occurring in the whole of the sample as well as the four age groups or cohorts involved in the research project. The conclusions are discussed in the light of the evidence that preceding studies offer on the issue of graphical expression about botanical topics in early childhood and lend weight to the importance that early educational interventions have so as to improve young children’s understanding of plan life.

摘要

这项研究检查了 178 名幼儿在相隔一年的两个不同场合进行的绘画，以解释他们对植物世界的理解。图纸的图画内容是根据先前的研究证明在深入了解有关幼儿植物群的描述检查时有用的类别进行分析的。该研究为整个样本以及参与研究项目的四个年龄组或队列中发生的图片内容变化提供了证据。