Young children’s drawing performance with the intervention of e-picture books

• Main Authors: WANG, PEI-YUN, 王佩芸
• Other Authors: WU, LI-YUAN
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/t38psx

碩士 === 國立臺南大學 === 幼兒教育學系碩士班 === 107 === The study examined children’s drawing performance with the invention of e-picture books for the purpose of promoting children’s drawing performance through the use of e-picture books in instruction. The subjects of the study included ten young children in a mixed-age class in a private preschool in the City of Tainan. The study qualitatively examined the drawing performance of the children of study before the invention of e-picture books and their drawing performance after the invention of e-picture books. In the study, two drawing activities were provided to the children of the study every week for two months with six e-picture books used for the drawing activities. In the first drawing activity of the two weekly drawing activities, the children shared and discussed their experiences related to a specific theme first, and then produced their drawings and shared their drawings. In the second drawing activity, with the intervention of an e-picture book pertinent to the theme discussed in the first drawing activity, the children were requested to produce their drawings after watching the introduced e-picture book, and then shared their drawings. The findings of the study included: 1. Before the invention of e-picture books, the children’s drawing performance appeared to be self-focused. In their drawings, their favorite shapes and colors would be presented in their drawing productions of characters, space, colors, and lines. 2. After the invention of e-picture books, the children’s presentations of colors were found to be more diversified in their drawings and would not focus on a single color. Geometric figures were generated to construct more complicate objects in presenting characters and lines. In their spatial representations, most of the children were found to understand ratio relations in sizes and relative position relations in the front, the back, the left, and the right.