LEADER 02525nam 22006014a 450 001 9910783697703321 005 20230617035735.0 010 $a1-135-62498-4 010 $a1-282-32677-5 010 $a9786612326776 010 $a1-4106-1356-9 035 $a(CKB)1000000000244686 035 $a(EBL)257289 035 $a(OCoLC)172662295 035 $a(SSID)ssj0000196078 035 $a(PQKBManifestationID)11182136 035 $a(PQKBTitleCode)TC0000196078 035 $a(PQKBWorkID)10142250 035 $a(PQKB)11373852 035 $a(MiAaPQ)EBC257289 035 $a(Au-PeEL)EBL257289 035 $a(CaPaEBR)ebr10120566 035 $a(CaONFJC)MIL232677 035 $a(OCoLC)935231762 035 $a(EXLCZ)991000000000244686 100 $a20040930d2005 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aMaking sense of children's drawings$b[electronic resource] /$fJohn Willats 210 $aMahwah, N.J. $cL. Erlbaum Associates$d2005 215 $a1 online resource (274 p.) 300 $aDescription based upon print version of record. 311 $a0-8058-4538-0 311 $a0-8058-4537-2 320 $aIncludes bibliographical references (p. [250]-256) and index. 327 $aContents; Preface; Chapter One: Introduction; PART I: STUDYING CHILDREN'S DRAWINGS; PART II: MENTAL PROCESSES; PART III: CHILD ART; Appendix; Glossary; References; Index 330 $aThe message of this book is a simple one: children learn to draw by acquiring increasingly complex and effective drawing rules. In this regard, learning to draw is like learning a language, and as with language children use these rules creatively, making infinite use of finite means. Learning to draw is thus, like learning a language, one of the major achievements of the human mind. Theories of perception developed in the second half of the 20th century enable us to construct a new theory of children's drawings that can account for their many strange features. Earlier accounts con 606 $aChildren's drawings$xPsychological aspects 606 $aDrawing, Psychology of 615 0$aChildren's drawings$xPsychological aspects. 615 0$aDrawing, Psychology of. 676 $a155.4 700 $aWillats$b John$0726529 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910783697703321 996 $aMaking sense of children's drawings$93705941 997 $aUNINA