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004: How to encourage creativity and artistic ability in young children – Interview with Dr. Tara Callaghan
Published 9 years, 8 months ago
Description
I’m so excited to welcome my first guest on the Your Parenting Mojo podcast: Professor Tara Callaghan of St. Francis Xavier University in Nova Scotia. Professor Callaghan has spent a great number of years studying the emergence of artistic ability in young children and she shares some of her insights with us. This is a rather longer episode than usual so here are some places you might want to skip ahead to if you have specific interest:
[03:55]: The connection between individuality and creativity, especially in Western cultures
[09:00]: What is “symbolic representation” and why is the development of symbolic representation an important milestone for young children?
[12:10]: Is it helpful for parents to ask a child “What are you drawing?”
[15:25]: When do children understand symbols?
[31:15]: What can parents do to support children’s development of symbolic representation in particular and artistic ability in general?
Dr. Tara Callaghan's Book
Early social cognition in three cultural contexts - Affiliate link
References
Brownlee, P. (2016). Magic Places. Good Egg Books: Thames, NZ (must be ordered directly from the publisher in New Zealand; see: http://penniebrownlee.weebly.com/books.html)
Callaghan, T.C., Rackozy, H., Behne, T., Moll, H, Lizkowski, U., Warneken, F., & Tomasello, (2011). Early social cognition in three cultural contexts. Monographs of the Society for Research in Child Development, 76(2), Serial Number 299. http://onlinelibrary.wiley.com/doi/10.1111/mono.2011.76.issue-2/issuetoc
Callaghan, T. & Corbit, J. (2015). The development of symbolic representation. In Vol. 2 (L. Liben & U. Muller, Vol. Eds.) of the 7th Edition (R. Lerner, Series Ed) of the Handbook of Child Psychology and Developmental Science (pp. 250-294). New York: Wiley.
Callaghan, T., & M. Rankin (2002). Emergence of graphic symbol functioning and the question of domain specificity: A longitudinal training study. Child Development, March/April 2002, 73:2, 359-376.
Callaghan, T., P. Rochat & J. Corbit (2012). Young children’s knowledge of the representational function of pictoral symbols: Development across the preschool years in three cultures. Journal of Cognition and Development, 13:3, 320-353. Available at: http://www.psychology.emory.edu/cognition/rochat/lab/CALLAGHAN,%20ROCHAT,%20&%20CORBIT,%202012.pdf
DeLoache, J. S., (2004). Becoming symbol-minded. Trends in Cognitive Sciences, 8, 66-70. Retrieved from: http://www.sciencedirect.com/science/article/pii/S1364661303003346
Frith, C., & Frith, U. (2005). Theory of mind. Current Biology 15(17), R644.R645. Full article available at: http://www.sciencedirect.com/science/article/pii/S0960982205009607
Ganea, P.A., M.A. Preissler, L. Butler, S. Carey, and J.S. DeLoache (2009). Toddlers’ referential understanding of pictures. Journal of Experimental Child Psychology 104(3):283-295. Full article available at: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2865246/
Golomb, C. (2003). The child’s creation of a pictoral world. London: Psychology Press.
Jolley, R.P. (2010). Children and pictures: Drawing and understanding. Wiley-Blackwell, Cichester, England.
Jolley, R. P. & S. Rose (2008). The relationship between production and comprehension of representational drawing. In Children’s understanding and production of pictures, drawings, and art (C. Milbrath & H.M. Trautner (Eds)). Boston,
Callaghan, T.C., Rackozy, H., Behne, T., Moll, H, Lizkowski, U., Warneken, F., & Tomasello, (2011). Early social cognition in three cultural contexts. Monographs of the Society for Research in Child Development, 76(2), Serial Number 299. http://onlinelibrary.wiley.com/doi/10.1111/mono.2011.76.issue-2/issuetoc
Callaghan, T. & Corbit, J. (2015). The development of symbolic representation. In Vol. 2 (L. Liben & U. Muller, Vol. Eds.) of the 7th Edition (R. Lerner, Series Ed) of the Handbook of Child Psychology and Developmental Science (pp. 250-294). New York: Wiley.
Callaghan, T., & M. Rankin (2002). Emergence of graphic symbol functioning and the question of domain specificity: A longitudinal training study. Child Development, March/April 2002, 73:2, 359-376.
Callaghan, T., P. Rochat & J. Corbit (2012). Young children’s knowledge of the representational function of pictoral symbols: Development across the preschool years in three cultures. Journal of Cognition and Development, 13:3, 320-353. Available at: http://www.psychology.emory.edu/cognition/rochat/lab/CALLAGHAN,%20ROCHAT,%20&%20CORBIT,%202012.pdf
DeLoache, J. S., (2004). Becoming symbol-minded. Trends in Cognitive Sciences, 8, 66-70. Retrieved from: http://www.sciencedirect.com/science/article/pii/S1364661303003346
Frith, C., & Frith, U. (2005). Theory of mind. Current Biology 15(17), R644.R645. Full article available at: http://www.sciencedirect.com/science/article/pii/S0960982205009607
Ganea, P.A., M.A. Preissler, L. Butler, S. Carey, and J.S. DeLoache (2009). Toddlers’ referential understanding of pictures. Journal of Experimental Child Psychology 104(3):283-295. Full article available at: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2865246/
Golomb, C. (2003). The child’s creation of a pictoral world. London: Psychology Press.
Jolley, R.P. (2010). Children and pictures: Drawing and understanding. Wiley-Blackwell, Cichester, England.
Jolley, R. P. & S. Rose (2008). The relationship between production and comprehension of representational drawing. In Children’s understanding and production of pictures, drawings, and art (C. Milbrath & H.M. Trautner (Eds)). Boston,