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
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