Art and Aesthetics in Early Childhood Education
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
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