Cognitive Processes in Young Children: Visual, Verbal and Oral Interrelationships
Research studies have revealed relationships between making graphic images (drawing) and components of language acquisition, including speaking, reading, and writing. Formal teaching of writing and speaking is more likely to be provided in the curriculum for young children than formal teaching of graphic imagery skills. Providing programs for children that train graphic skills and visual perceptual processes and verbalization about graphic images may foster interrelationships that have the potential to promote cognitive development in young children.
The purpose of this study was to investigate the effects of graphic image skills training on the graphic image-making skills of children aged between six years and seven years, their verbal fluency skills and their graphic writing skills. Three hypotheses were selected for investigation and a Solomon Four-group quasi-experimental research design was selected for the study to test the three hypotheses. Teachers kept field notes during the course of the treatment and were required to make judgments on the overall level of improvement observed in children. Teachers were interviewed at the conclusion of the study.
The results of this study indicate a mis-match between what teachers perceive as improvement and the results of the quasi-experimental design used in this study. Change scores from pre-test to post-test showed no difference for the three tests used in the study, but teachers reported noticeable improvement in children’s writing and verbalisation skills. A noteworthy outcome from this study was the value in using a quasi-experimental design together with qualitative data gathering in a classroom setting to increase validation of results.
Keywords: Cognition, Perception, Language Acquisition, Image-Making, Quasi-Experimental Research Design
Dr. Christine Bottrell
Lecturer, Course Convener, Faculty of Education, La Trobe University