Piaget Drawing Development

Piaget Drawing Development Luquet was one of the first to start researching into the development of drawing using a cognitive development theory and releasing a book in French during 1927. He described differing stages of drawing development which a child will pass through; this became known as the stage account. Luquet thought that after a period of scribbling that children go through, there were four stages of realism which children will also go through. These were thought to be fortuitous realism, failed realism, intellectual realism and visual realism. Fortuitous realism shows the childs drawing as mostly scribbles but the child can see real life objects within the marks. The child will do this again and again and notice these accidental representations, until they reach the point where they will set out intending to draw something representational from real life. The child will be entering the second stage which is failed realism when they consistently set out with the intent to draw something resembling real life. During this stage an adult can see an adult can see what the child has set out to draw although it can look like there are many mistakes with important features missed out and objects not always where they should be, (such as a childs drawing of a parent, where the parent has a face but no body, with its legs and arms extending out from the head). Intellectual realism occurs when improvements of the childs concentration and attention occurs, meaning the drawing will depict prominent important features of the object. This is the stage where the child will feel it is important that the defining features in the shape are drawn. To achieve this, the child will use transparency, draw certain features as if like a plan, and draw certain things broken down. However this prospective is different to how the object is seen in real life and the child notices this and will start to become concerned about drawing this way. This leads to the child wanting to draw life like representations of an object and this takes the child into the fourth stage, visual realism, which means that the child will draw on object from one perspective and will only draw the objects features from the same perspective. In 1956 Piaget took the work of Luquets (1927) stages of drawing to use to develop his framework, which too was using a cognitive development theory, Piaget didnt see drawing as a special part of development, but rather a window into the general cognitive development of a child. For him, a drawing showed the cognitive competence of a child rather than what stage of development they were at. For the most part, Piaget agreed with Luquets theory and both of there frameworks has similar stages of development for childrens drawing. There are certain strengths for their theory which include that they seem to explain seeming stages of acquisition, supporting evidence for this was shown by Clark (1897) who studied children aged 6 to 16, they were asked to draw an apple with a hatpin passing through it, the younger children were found to draw a continuous line while the older children tended to only draw the visible parts of the pin, and Freeman Janikoun (1972) who studied cups that were dra wn by children. The cups had a flower pattern and were positioned so that handle or flower pattern was either visible for the child or not visible for the child, they found that they younger children drew the handle even when it was not visible where as the older children only drew what they could see. However, the weaknesses for Luquet/Piagets stage theory are that the roles of culture and environment had not been taken into consideration. Evidence against their stage theory has been shown by Selfe (1977, 1995) who studied artwork of gifted children and autistic savants. She studied a young girl with autism who could draw remarkable pictures, the drawings she studied were produced by the child between the ages of 3 and 9, and said that the girls pictures were remarkable because they were done while she was so young and because Nadia (the young girl) did not show that she had any type of ability to see conceptually. This goes towards showing that not all children will go through the stages that Luquet and Piaget suggest, but whether this is just for children with conditions such as autism is not currently known. Barret, Beaumont Jennett (1985) also provide evidence against Luquet and Piagets stage theory by talking about the instructions which the children received, for instance, did the children receive standard instructions (with the instructor saying draw exactly what you see from where you are sat) or whether the child received explicit instructions (with the instructor saying draw exactly what you see from where you are sat, look at it very carefully so you can draw it just as you see it). They found that when children received the standard instructions 11% of the children got the drawing correct, and when the children received the explicit instructions 65% of the children got the drawing correct. According to Luquet (1927), children move gradually from one stage to the next and that they can still draw from pervious stages in when they are in that last stage, this is because they may still want to represent something in a different way. He suggests that the reason children will draw the same things over again without them varying much is not due to habit but that they prefer to draw it in that way. Luquets theory should not be considered as just a stage theory as he had many other points to add to it, including the two above, for this reason childrens drawing ability should be seen as more of a fluid motion, since a child will progress through the stages but can easily slip back if they want to, allowing them to represent not only the part of the object that they see but the whole of the object. Kellogg (1970) used a generalist theory and took a different approach by suggesting that drawings of children are just patterns as children only draw things that show what they perceive as good form. She found that usually when a child reaches 5 or 6 years old, that most children will be able to draw a fairly accurate and complete person; this is because by this age most children will have formed a drawing formula which allows them too continuously and consistently draw an accurate picture of a person. She thought that some shapes can be seen in childrens scribbles and that it is these shapes that can then be used to form a picture. Kellogg did agree that drawing made use of the base of representational experience but says that the use of the lines would differ. Kellogg did come up with a descriptive classification that had the appearance of developmental progression by looking at thousands of childrens drawings and examining them closely. These drawing showed that the development pa ssed from basic scribbles then diagrams, then shapes finally moving to combining shapes, she suggests that when a child reaches that stage the child is functioning as an artist. Willats (1977) used a perceptual theory but agreed that drawings can be seen as representations but thought that children could possibly experience perceptual problems when they try to draw a 3D image on paper (a 2D space). He also suggested that children can change the solutions to these problems as they grow older and develop. Willats (1977) took children aged from 5 to 17, and showed then a real scene, the children were asked to draw what they saw from a fixed view point. When the children had finished their drawing Willats chose to classify the drawings using a drawing system which gave a certain score to a picture. The score was given based on the number of correct representations of occlusion by overlap. There are many drawing systems and during this investigation six were found, and it was shown that it was the older children who used the more complex systems. Willats found that there were discrete stages at which the development took place which was found to cover all the age s of the children tested, this also showed that the ability to use overlap appears continuous, with few children using overlap at under 9 years old with children learning fast between the ages of 10 and 12 years old. Arnheim (1974) used a generalist theory and had suggested that a child will draw an object which will show the defining features (as the child sees them) in the simplest way for the child to be able to draw them within a piece of paper (2D space). One example that was given of this is that a child will most likely draw an animal from the side so that the relationship between its legs, tail, and any other defining features are visible allowing people to clearly see what animal it is, while a child will draw a person from the front, allowing the facial features to be depicted and also showing the symmetry of these features making it clear that it is a person. This was supported by Ives Rovet (1979) who consistently found that children of any age who had passed the scribble stage, and were asked to draw an object that was familiar but without seeing the object, all used those specific ways of drawing. Luquet and Piaget are the two big names when it comes to looking at the development of drawing in children, but much more research has been done since Luquets initial research in 1927 which was popularised in 1956 by Piaget. They both took the cognitive development approach to drawing development which may have been why they both agreed on the stage theory, with research by others looking into different approaches to drawing development. There is a lot of support for Luquet and Piagets theory of stages of drawing development, and although it has a few criticisms, the main one being that it does not account for any cultural differences, most psychologists will agree that there is some form of stages of development that a child will go through when it comes to drawing development. Another criticism of Luquet and Piaget is that it does not think about the children with such developmental conditions as autism and asperger syndrome. These conditions can involve delays and impairments in t he development of the childs communicative and social skills, which may delay the child in some areas of development, while other children with these types of disorders have been shown to be good at certain things which including drawing, with some children showing remarkable advancement in drawing. It also depends on the instructions that the children are given as to whether they get the drawing correct or not, and so the instructors have to be careful how they ask the children to draw the object otherwise it may influence how they draw the object.

Qweerty

Delhi Technological University Established under Govt. of Delhi Act 6 of 2009 (Formerly Delhi College of Engineering) Shahbad Daulatpur, Bawana Road, Delhi -110 042. F. NO. /HO/DTU/2012-13/ Notice DATE: – The following B. Tech, M. Tech. , MBA Boys & Girls students are allotted hostel accommodation and they may avail their allotment from 10. 09. 2012 to 14. 09. 2012. If someone fails to avail accommodation as directed above, their allotment may be cancelled and the same may be allotted to the other waiting B. Tech, M. Tech, MBA students. 2K12 B. TECH GIRLSS. NO 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 FORM NO. 741 1839 353 715 515 563 1470 1680 839 1788 1672 431 146 1445 1616 797 1718 1613 NAME AKSHITA BHATNAGAR ANNU NIRMAL SAKSHI PABARI POOJA PABARI RITVIKA PANDEY ARADHANA GAHLAUT SUKRITI KHANNA SIVANI BANSAL PRIYA GARG DIPALI RANJAN SUPRIYA AZAD TEENA MEENA SONALIKA DEBNATH ASHA KUMARI SUGANDHA SINGH TANYA MARWAH P SMITAA SWAPNIL ASAWA 2K11 B. TECH GIRLS S. NO. 1 2 3 4 FO RM NO. 74 340 231 694 NAME ANJALI SEJWAL SARJANA YADAV AKANKSHA SETH DEEPALI KANSAL 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 12 1712 614 1575 788 494 296 309 1003 437 736 1410 607 770 656 HARSHITA BIRDI PRAJYA SHARMA SWATI KANDHARI SAMIKSHA AGARWAL DAMINI GOEL GUNJAN GUPTA MEDHA SHARMA GARIMA ANAND SHASHI RANI HARSHADA SORTE BHAVNA SALUJA CHARU CHANCHAL PARUSHA MITTAL DIVYA NEGI SHREYA CHAUDHARY 2K11 MBA GIRL S. NO 1 FORM NO. NAME 26 JYATI KAMRA 2K12 M. TECH GIRLS S. NO 1 2 3 4 5 6 7 8 9 FORM NO. 1037 1189 1 110 358 35 7 1085 79 NAME NEHA NAGPAL PRATIBHA NUPUR VERMA JYOTI PARMAR MILOVA PAUL ANKITA GUPTA RUPALI VIJ SREEVIDYA B ANJALI 2K12 MBA GIRLS S. NO 1 2 3 FORM NO 266 907 1473 NAMENAMITA JHAMB KIRTI YADAV ADITI UPADHYAY 2K9 B. TECH BOYS S. NO 1 2 3 4 5 6 7 FORM NO. 648 221 552 272 1460 531 1511 NAME MAULIK KANDPAL SHUSHANT SINGH MAHENDER KUMAR MEENA SHAIV KASHYAP SHUBHAM GARG SACHIN KUMAR PRATEEK AGRAWAL 2K10 B. TECH BOYS S. NO 1 2 3 4 5 6 FORM NO. 1417 1018 60 113 1430 1434 NAME RAHUL PRASAD YOGESH NIKHIL HOODA SAURABH SHARMA AVIKANT GUPTA ANMOL AGGARWAL 2K11 B. TECH BOYS S. NO 1 2 3 4 5 6 7 8 9 FORM 1084 785 1235 704 452 513 148 624 1172 NAME AMANDEEP SINGH SHUBHAM JAIN AMANPREET SINGH WALIA AAKASH CHAUHAN KUMAR SUNDARAM NITESH KUMAR PRASHANT JAIN KUMAR HARSH YUVRAJ SINGLA K12 B. TECH BOYS S. NO. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 FORM 1265 890 1416 492 1862 413 564 1352 833 1301 1650 1793 954 1673 1038 1486 NAME BHAWANI SHANKAR SINGH BHANDARI SHUVAM PRASAD MANAS RANJAN PADHY FAIZY RAHMAN AMIT PANDA SAARTHAK JAJORIA SHAILENDER KUMAR MOHIT JAIN PRASHANT KUMAR KARAN SURI VAISHVIK DABAS RONNIE MATHEW PUSHKAR CHOUDHARY VIVEK KUMAR MASKARA GAUTAM RATHEE ABHINAV SAINI 2K12 M. TECH BOYS S. No 1 2 3 4 5 Form No. 1854 862 717 166 1047 Name MOHAMMAD RIZWAN SHAIKH ROHIT GOYAL SANDEEP RANA SAMEER VERMA ASHOK KUMAR KUMAWATDue to the shortage of furniture 2K12 Boys & Girls (B. Tech, M. Tech & MBA) have to bring their folding furniture. The process of procuring the f urniture by the office is in process. When University provides the furniture, students may take their furniture back. (V. JEGANATHAN) O/I HOSTEL OFFICE D. T. U Copy to:1. Chief Warden 2. PS to Pro-Vice Chancellor for information 3. PS to Vice Chancellor for kind information of Hon’ble Vice Chancellor

Teachers and Faculty Carry Concealed Weapons on Campus Essay

Teachers and Faculty Carry Concealed Weapons on CampussImagine the feeling of safety as if it is invariably within our control or ability. people that are in ownership of a hidden arm are cognizant of the duty and the consequences of what can go on when utilizing a hidden arm. Safety of instructors. all other employees and pupils at a larning intuition can greatly better if the staff could be armed with hidden arms. Besides we must retrieve that all citizens of the United States have the right to transport and have a arm as guaranteed by the 2nd amendment of the fundamental law of the United States of America. Safety and security could be greatly improved with instructors and module transporting concealed arms on campus. hence. the instructors and module addition security ; the safety of the pupils can besides be achieved. The 2nd amendment to the fundamental law guarantees people the right to have and utilize a arm without intervention from the authorities ( Constitution ) . Although to transport a hidden arm requires extra permitting in all the provinces and districts of the United States. This is to assist everyone is safe and guarantee that a arm does non stop up in the incorrect custodies. This can dwell of a complete and through back land cheque. fingerprinting. and even mental wellness ratings may be required in some provinces. Some provinces besides require the applicant exhausted clip on the shot scope. schoolroom. and go to a basic huntsman instruction class. This includes the safety demands that a individual is expected to follow when in ownership of a arm and the proper manner to procure a arm when finished with its usage. After the certification procedure is completed this ensures the individuals has the ability to decently have and keep a hidden arm license. Most instructors and module accordingly would hold to take the clip to procure the proper certification so that they would be compliant with all the province and local Torahs to transport a hidden arm. Since. the instructors are traveling to hold more cognition of the pupils to cognize how to defuse a hostile or bad state of affairs. On the other manus the module being familiar with the campus layout would cognize how to procure the campus for the safety of everyone else on the campus. Even if this state of affairs merely happened one more clip and it saved the life of one individual instructors and module transporting a concealed arm could extinguish this state of affairs from of all time go oning at any learning establishment. Most instructors have already spent at least four old ages or more in school to learn and assist people larn in a safe and unafraid environment. Not to be in fright that a disturbed or disquieted pupil brings a arm to school and intends harm person. Besides teacher’s giving a class that a pupil thinks they should hold received a better class than they did. Then the pupils that carry arms to school to settle a mark with another pupil or even the spill over from an incident related to old pack activity. As a consequence of instructors and module transporting a concealed arm a 2nd idea would hold to be raised in the culprits mind cognizing they were traveling into a state of affairs where the resistance is besides transporting a hidden arm. Besides. let’s non bury that this is a right that we have and are non in any manner be forced into or even have to take part in. Similarly. school systems all over the United States are engaging a school resource officers and private security contractors to hold armed forces on campuses. This is known to diminish the opportunities of state of affairss intensifying with armed individuals on campuses. This would supply the added security that is needed to keep order and safety on our campuses. This will guarantee the pupils. instructors. module members are stay safe to foster their instruction and keep the unity of the acquisition establishments today and forever. However. the cost for the added constabulary or contracted security forces. and this will far transcend the cost of developing instructors or module forces to transport a hidden arm on campus ( Lewis ) . Therefore. allow us non bury that all of us will necessitate to utilize these establishments for schooling. proving. and larning a new occupation. It is safe to state that making these things in a safe environment is traveling to do that easier on anyone when preforming any undertaking required at larning establishments. Merely people that are willing and able to take part in this type of plan feel a demand for the added protection and security for our kids in school. instructors. and module. What would hold happened if a keeper noticed the culprit at Sandy Hook Elementary School and challenged him and he ne'er breeched the school. What if the gunslinger was challenged by the keeper before even acquiring inside the school. With a hidden arm on the module member this could hold been wholly avoided and ensuing in no loss of any lives. As a consequence of the presence of arms on campuses or anyplace we are ever traveling to hold the menace of force proving our security steps. As a consequence of instructors and module members transporting a concealed arm this will cut down the menace of force in our school guaranting that our kids safe and unafraid when we leave them at a learning establishment. Plants CitedLewis. Lyndsey. â€Å"Nevada Considers Arming Professors. † Chronicle of Higher Education 53. 44( 2007 ) : A20. 1/7. Print.Fundamental law of the United States of America. Bill of Rights the Second Amendment. † The rightto have and utilize a weapon† . World Wide Web. archives. gov/exhibts/charters/bill_of_rights. ( 1789 ) .

Communist Manifesto, And Estranged Labor - 1173 Words

Communism has always been a word that was never discussed in a positive light. In my high school, which was medium size, mainly democratic, and mainly white, communism was always put down. When I think of a communist society I envision North Korea. A society that most people do not know much about other than the fact that people have zero rights, everything is monitored, only propaganda is released, and it is overall a horrible way of life. The first time my eyes were open up to the idea that communism may not be all that bad was reading Marx’s â€Å"Communist Manifesto† and â€Å"Estranged Labor.† Marx successfully challenged the critiques put forward on such a controversial topic by defending this idea with relevant points. Marx’s â€Å"Estranged†¦show more content†¦The third type is how work is supposed to amount to a life purpose. Today, people go to college and follow a career path in order to make money, so that they can create a life the y have envisioned. The labor that is being put out by these workers is not the goal that these people set for themselves. These jobs serve no life purpose other than providing goods for people who can afford them. Lastly, the fourth type Marx describes is the idea that someone else owns the product. This means that one of the purposes that an individual serves is to be creative, think outside the box if you will. However, there is absolutely no room for the worker’s creativity to shine through when there are only following the blueprint of someone else’s creativity. Through this text Marx is ultimately beginning to show the audience that currently there are people who are not equal in pay and treatment, which is completely unlawful, and communism gets rid of this issue. â€Å"The Communist Manifesto† attempts to explain the goals of communism. First the audience is introduced to the bourgeoisies and the proletariats, both of which are the modern industrial soci eties. Proletariats are the ones that are said to lead to a revolution. The only difference is that previously the revolution would just reinstate some land to the ruling class, but the proletariats are unable to maintain society. This means that if the proletariats were ever in control they would have to