Art and Aesthetics in Early Childhood Education
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
the significance of purpose- or telecology- of pictorial behavior in
the discourse about development of graphic abilities has been at the
center of a map- like model of development that has emerged as an
alternative to the traditional stage models (Darras & Kindler, 1996:
Kindler & Darras, 1997a, 1997b, 1998).
This model regards emergence and development of pictorial
imagery as a semiotic process occurring in an interactive social
environment that leads to pictorial behaviors that may engage
single or multiple modalities of expression
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