Very Young Children Use Electronic Paint: A Study of the Beginnings of Drawing with Traditional Media and Computer Paintbox

Abstract

The development of graphic representation in the preschool child is examined in relation to the mouse-driven computer paintbox. This has been done through an examination of early drawing and mark-making activity. Detailed observations of children between the ages of 1.10.16 and 3.10.5 using the computer paintbox were compared with more 'traditional media' in the form of pencils, felt-tips, crayons and paper. It is argued that the same basic media independent strategies are deployed when children try to establish a relationship between their mark-making actions and resultant ef fects. The observational data suggest that the mark-making strategies employed with elec tronic paint have some similarities to those employed with more traditional media. The work also revealed that much of the early mark-making activity observed was part of a larger scale investigation made by the chil dren of the potentialities of a new device. The extent of the similarities and differences be tween mark-making activities with electronic paint and other media are also discussed in relation to developmental sequence. The wider implications for understanding and symboliza tion are also discussed.

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