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Art and Aesthetics in Early Childhood Education (0)

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Art
and Aesthetics in Early Childhood Education
TÕLGE
Irving B. Weiner . Handbook of Psychology, Educational Psychology.
2003 lk 288-290
The very concept of artistic development and some long-standing models developed to
describe it (e.g., Gaitskell, Hurwitz, & Day, 1982; Lowenfeld &
Brittaind, 1964; Luquet, 1977) have in fact become a subject of
criticism in recent years . Four particular issues have been
identified in this collective body of criticism. First , questions have been raised about the appropriateness of unilinear conceptions
of development in explaining a wide range of pictorial imagery produced by children . adolescents, and adults. Second, a disparity
has been noted between the breadth of the world of art and the
narrowness of the focus on visual realism that has served as the
endpoint in these developmental models. Third, cultural biases that
mark these models have been identified theoretically and empirically.
Fourth, insufficient recognition has been paid to the role of other modalities of expression in some forms of pictorial
representation(e.g., Duncum, 1986; Golomb, 1994; Kindler &Darras,
1997b, 1998; Korzenik, 1995; Wolf , 1994; Wolf & Perry , 1998) .

Critics of the traditional stage models of development argued that alternative explanations are necessary to account for the range of
pictorial systems that children begin to develop early in life and to engage in research relating to the reasons for selecting specific pictorial solutions. It has been pointed out that even very young
children have at their disposal more than one pictorial system and
they choose among them as a function of their representational
intentions and purposes (Bremmer & Moore , 1984). The notion of

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