| Summary: | 碩士 === 國立臺南大學 === 幼兒教育學系碩士班 === 104 === A close relationship exists between drawing and child development. In the presence of young children with distinct cultural heritage in classrooms, teachers may acquire a deeper understanding of young children through their drawings. This study investigates the free drawing performance of immigrant young children and native young children. The subjects were recruited from an elementary school located in Kinmen Shien and its affiliated preschool, including 24 children, who consisted of eight preschoolers, eight first-graders, and eight second-graders with two male immigrant children and two female immigrant children, and two male native children and two female native children included in each group of children. These children were engaged in free drawing activities in two stages, with a time interval of one month between the two stages. Each free drawing activity lasted for about 30 minutes. The children’s drawings collected from the free drawing activities were analyzed qualitatively with respect to the content elements, image compositions, and use of lines and colors presented in their drawings.
The findings of the study are summarized as follows:
(1) Drawing contents: The children of the study tended to focus on the representation of natural environments. Moreover, immigrant children would produce more content elements than native children.
(2) Image representations: In their drawings, most of the image representations produced by both immigrant children and native children included symbolic representations and magnified representations.
(3) Use of lines: In free-drawing representations, both immigrant children and native children would tend to use a single vertical line, double vertical lines, and a single slope. Girls would prefer to use double slopes, while boys tended to use dots. First-grade immigrant children and native children demonstrated more diversified productions of lines.
(4) Use of colors: Girls were found to use bright colors more, while boys preferred to use dark colors. With the increase in age, both immigrant children and native children would demonstrate more diversified performance in the use of colors.
(5) Under the influence of cultures, both immigrant children and native children tended to represent the domestic cultures of the host country.
(6) The factors which would affect children’s graphical representations included schools, families, domestic cultures, and public media.
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