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The sample includes 15 children from 2011–2012 at Raza de Soare Kindergarten, using natural-science related drawing topics.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nMaria Eliza Dulamă, Mihai-Bogdan Iovu, Andreea Rus  \nAbstract: the aim of this research is two-fold: first, to offer preschool children new learning situations in order to develop their drawing and painting abilities and second, to learn new techniques in a shorter period of time. The paper is grounded in the theory of creativity. Creativity is defined as the ability to propose something new, original and accurate. The research hypothesis states that if preschoolers are offered clear instructions on drawing/painting and are carefully monitored during fulfillment of the task, then they develop new drawing and painting abilities in a shorter period of time. The independent variable is the working task, while the dependent variable for this study is the final output. The sample consisted from 15 children enrolled during 2011-2012 at “Raza de Soare” Kindergarten Cluj-Napoca. The content of the drawings included specific topics related to natural sciences: flowers, leaves etc.. 12 experimental learning contexts were proposed. The research hypothesis is confirmed. We concluded that future research should consider fewer instructions in order to allow children to internalize the working tasks. Also, this will also facilitate the statistic measurement of the progress.  \nKey words: abilities, preschool children, progress  \n1. Introduction  \nThe problem of interest  \nIn this paper we analyzed the progress children make in developing specific drawing and painting abilities. The learning context was proposed by a graduate student from Art Highschool and currently training as a future teacher in Elementary and Preschool Education. We started from the assumption that children can develop easily their abilities if they are supervised by a competent person in visual arts.  \nWe asked ourselves how we can support children in learning in a shorter period of time new drawing and painting techniques. We noticed that children like to draw familial elements; therefore we chose content related to their proximal environment (themes from natural sciences) . Preschoolers draw these elements in an age-appropriate manner [2] . In this research we did not aimed at developing creativity, but we focused on children following the precise instructions given. They had to use materials in a correct manner and to be efficient as possible in terms of time and working space. In this experiment we aimed to help children in working properly, in being careful with their compositions, in accurate and realistic placing elements on the paper, in being flexible in combining shapes and colors. We monitored the individual progress from one task to the other. We also focused on the manner these abilities could be developed also by teachers. They will need to further support children in their educative activities.  \nSeveral premises also informed the tasks we proposed. We analyzed the drawings and paintings that were delivered by children at the end of the each learning situation. We focused on what tasks the national curriculum is proposing children. Two main questions emerged: Are preschool teachers aware of the importance of the task in developing abilities? Are preschool teachers offering tasks that stimulate specific skill development or the tasks are chosen randomly? We studied the characteristics of children drawings at different ages and we identified the main steps. We were interested in how do children draw, what they draw, if they like drawing, what and who influences them more, what are the connections between their representations and their acts.  \nStarting from these problems we aimed to study the manner we can develop flexibility in drawing and painting for preschool children. Five indicators were followed: skillful, flexibility, elaboration and synthesis.  \nTheoretical background  \nIn different dictionaries, the term ‘ability’ is used with several different meanings","cbCaida7RDsSbh09","https://ap.wps.com/l/cbCaida7RDsSbh09","pdf",535360,"English","# Introduction\n## The problem of interest\n## Theoretical background\n## Table 1: Educational interventions that stimulate development and consolidation of abilities","[{\"question\":\"What is the aim of the research on preschool children’s drawing and painting abilities?\",\"answer\":\"The research aims to provide preschool children with new learning situations to develop drawing and painting abilities, and to teach new techniques within a shorter period of time.\"},{\"question\":\"What hypothesis did the study test?\",\"answer\":\"It hypothesizes that if preschoolers receive clear drawing/painting instructions and are carefully monitored during task fulfillment, they will develop new abilities in a shorter period.\"},{\"question\":\"How many children participated, and where were they enrolled?\",\"answer\":\"The study involved 15 children enrolled during 2011–2012 at “Raza de Soare” Kindergarten in Cluj-Napoca.\"}]","THE STUDY OF DRAWING AND PAINTING ABILITIES IN - Preschool Children - Volume 5 - Number 3 - 2012 | PDF",1792065346]