Professional design and primary children
Identifieur interne : 000B82 ( Istex/Corpus ); précédent : 000B81; suivant : 000B83Professional design and primary children
Auteurs : Daniel DaviesSource :
- International Journal of Technology and Design Education [ 0957-7572 ] ; 1996-01-01.
Abstract
Abstract: An analysis of the way in which primary age children design, particularly when working with a professional designer, suggests that there are several similarities in approach between the two. This observation is supported by evidence from developmental psychology, which has stressed the crucial role which ‘play’ performs in developing children's inventiveness and ability to solve problems. Subsequent research focusing on children's designing suggests that this play is fundamental to designing activity, and extends naturally into the more formalised activities of drawing and modelling. Through playing and using narrative language to describe their actions, children are learning to interpret their own mental images. To develop these images and make them more concrete children use their hands in drawing and modelling whilst drawing on their accumulated personal knowledge about the activity of designing, in a similar way to that in which professional designers make use of their own, highly sophisticated skills to bring an idea to concrete fruition. By comparison with some of the rigid models of ‘the design process’ described in schools, designers and children may have more in common than we realise.
Url:
DOI: 10.1007/BF00571072
Links to Exploration step
ISTEX:B914CDB63AB9E0F7946E417C685BF0E1C054D915Le document en format XML
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This observation is supported by evidence from developmental psychology, which has stressed the crucial role which ‘play’ performs in developing children's inventiveness and ability to solve problems. Subsequent research focusing on children's designing suggests that this play is fundamental to designing activity, and extends naturally into the more formalised activities of drawing and modelling. Through playing and using narrative language to describe their actions, children are learning to interpret their own mental images. To develop these images and make them more concrete children use their hands in drawing and modelling whilst drawing on their accumulated personal knowledge about the activity of designing, in a similar way to that in which professional designers make use of their own, highly sophisticated skills to bring an idea to concrete fruition. 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This observation is supported by evidence from developmental psychology, which has stressed the crucial role which ‘play’ performs in developing children's inventiveness and ability to solve problems. Subsequent research focusing on children's designing suggests that this play is fundamental to designing activity, and extends naturally into the more formalised activities of drawing and modelling. Through playing and using narrative language to describe their actions, children are learning to interpret their own mental images. To develop these images and make them more concrete children use their hands in drawing and modelling whilst drawing on their accumulated personal knowledge about the activity of designing, in a similar way to that in which professional designers make use of their own, highly sophisticated skills to bring an idea to concrete fruition. By comparison with some of the rigid models of ‘the design process’ described in schools, designers and children may have more in common than we realise.</Para></Abstract></ArticleHeader><NoBody></NoBody></Article></Issue></Volume></Journal></Publisher></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>Professional design and primary children</title></titleInfo><titleInfo type="alternative" contentType="CDATA" lang="en"><title>Professional design and primary children</title></titleInfo><name type="personal"><namePart type="given">Daniel</namePart><namePart type="family">Davies</namePart><affiliation>Goldsmiths' College, University of London, London, UK</affiliation><role><roleTerm type="text">author</roleTerm></role></name><typeOfResource>text</typeOfResource><genre type="research-article" displayLabel="OriginalPaper"></genre><originInfo><publisher>Kluwer Academic Publishers; http://www.wkap.nl</publisher><place><placeTerm type="text">Dordrecht</placeTerm></place><dateIssued encoding="w3cdtf">1996-01-01</dateIssued><copyrightDate encoding="w3cdtf">1996</copyrightDate></originInfo><language><languageTerm type="code" authority="rfc3066">en</languageTerm><languageTerm type="code" authority="iso639-2b">eng</languageTerm></language><physicalDescription><internetMediaType>text/html</internetMediaType></physicalDescription><abstract lang="en">Abstract: An analysis of the way in which primary age children design, particularly when working with a professional designer, suggests that there are several similarities in approach between the two. 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