幼兒繪畫發展之跨文化研究: 台灣、南韓、穆斯林社群

Based on socio-cultural theories, this proposal aimed to understand how preschool children from different cultures, in their drawings, represent their cultural heritages? Drawing is viewed as a social and interpretive activity. It is also viewed as a cultural tool through which members of cultural communities transmit their values, believes, and practices. Through participating drawing activities, children co-construct meanings with others. 320 children from 4 cultural groups will participate in the project: Taiwan (middle-class and working-class), South Korea (middle-class), a Muslim community in China. Children aged 4- to 6-years were recruited. Each child drew 4 pictures: free drawing, self-portrait, family portrait, “me eating”. Qualitative method was employed to analyze cultural similarity and difference. The findings suggested that children growing up in different cultures presented cultural influences in their drawings. Their drawings demonstrated developmental and cultural similarity and difference. Findings will contribute to researchers’ understanding of how cross-cultural children represent and interpret their experience in drawing. Teachers can base on the knowledge of children’s drawing to design curricula. The results can also enhance cross-cultural understanding for international academic communities.