The Effect of Critical Comparisons upon Children's Drawings

Abstract

In most areas of human development, ranging from scientific understanding (Piaget, 1970) to moral judgement (Kohlberg, 1969), a smooth regular improvement in task performance can be observed from early childhood through adolescence. The child's artistic and creative capacities have always posed somewhat of a puzzle in this respect; the clear decline in amount of artistic activity (Read, 1945; Lowenfeld & Brittain, 1970) and the apparent decline in certain artistic skills (Gardner, 1973, a, b; Gardner and Gardner, 1971), seem to contradict a general developmental principle.

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