幼児期の樹木画における感情表現の発達 : 5歳から6歳にかけての縦断データの検討

概要

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This longitudinal study examined consistency and change in each preschooler's strategies of depiction of emotions between two drawing sessions, 1 year apart. Children (N=8) were asked to create a series of drawings depicting emotions (happy, sad, angry) in trees, and to report on their strategies at the age of 5 and 6. Reports were analyzed in relation to frequency of each strategy (facial expressions, gestures, image scheme, emotion-evoking situations, symbols, and other). The three major findings as follows. (1)Every child consistently reported on a particular strategy between both sessions. (2)They were familiar with one of three kinds of strategies (i.e., emotion-evoking situations, image scheme, or facial expressions). (3)It was suggested that some strategies derived from the former ones.