Title
The drawing development characteristics of gifted and children of normal development
Abstrak
This study was conducted in a survey model in
order to compare the drawing development of gifted and children of normal
development in the Scheme Period (7–9 years). A simple random sampling method
has been included in the study of 122 gifted children with 135 children of
normal development. In the study, the data were collected via the drawings of
the children, and as a data collection tool, the Drawing Evaluation Form, was
used. The pictures that the children made were evaluated by the researcher and
a painting teacher using the Drawing Evaluation Form. The data analysed using
descriptive statistics and 2 × 2 analysis of variance showed that drawing
characteristics of gifted and children of normal development are similar; it
was also found that the difference between boys and girls was not significant,
and that the drawings of children who showed non-gifted differed according to
the age.
Intruduction
Some studies express
different views on the drawing skills of gifted children. It is asserted that
gifted children have distinctive characteristics, such as creativity, original
thinking and imagination, which are effective in expressing themselves
visually, in an original way (CfBT, 2008). In the schematic period, gifted
children show differences according to their peers in drawing development as in
other areas of development. Like all children, they also go through various
phases, but this is not at the same time and at the same pace as their peers
(Gur, 2006).
A striking common
feature in the paintings of gifted children is that these children have an
extraordinary performance over their peers by their artistic skills (Yavuzer,
1997). Winner (1996) noted that gifted children are better at drawing skills
than their non-gifted peers. Furthermore, Harrison (1999, 2000, 2004) asserts
that visual expression is a distinctive process for gifted children and is
different from their peers at the same age. Having a high level of intelligence
is accelerating the development of narrative skills (Horowitz, Lewis, & Luca,
1967), and these children can be a few years advanced from their peers (Drake
& Winner, 2012; Golomb & Haas, 1995). Emphasising that there is a
relationship between intelligence and drawing, researchers have stated that
drawing tests are able to measure intelligence and that these tests can be used
to measure the mental ability of gifted children (Altschuler & Hattwick,
1947; Freeman, 1980; Goodenough, 1926; Goodnow, 1977; Harris, 1963; Mathijssen,
Feltzer & Hoogeveen, 2016, Piaget, 1963, Schepers, Dekovic, Feltzer, De
Kleine & Van Baar, 2012).
Method
Survey method
RESULT
The findings related to
the gifted and children of normal development are presented in tables and
figures. When Table 1 and Figure 1 are examined, it is seen that the mean
scores of girls according to their drawing development level are very close to
each other. Similarly, the average of boys is close to each other.
It was determined that
the children’s drawing development did not differ according to be their gifted
and non-gifted; in other words, the scores did not differ between being gifted
and children of normal development, F(1;1,113) = 0.001, p >
0.05. As shown in Table 2 and Figure 1, it was found that the averages of
children's drawing development differ according to gender; in other words, the
scores were found to be high in favor of girls, F(1;1,113)= 31.60, p <
0.05, η2 = 0.11. It was found that the averages of children's drawing
development did not differ when the level of drawing development and gender
were considered common, and there was no significant difference between gifted
girls and boys or non-gifted boys and girls, F(1;1,113) = 0.47; p >
0.05.
As shown in Table 3 and
Figure 2, it was determined that the averages of children's drawing development
differed by age; in other words, the scores were higher in favour of girls. F(1;1,113)
= 31.60;
p
< 0.05; η2
= 0.11. It was determined that the averages of children's drawing
development did not differ when the level of drawing development and age were
considered common, there was no significant difference between gifted girls and
boys or boys and girls who non-gifted, F(1;1,113)= 0.47, p >
0.05.
Discusion
The findings of these
three studies show that the drawings of gifted children are more creative,
highly detailed than their peers, and that gifted children move faster than one
stage to another.
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