Creative Collaboration in Young Children’s Playful Group Drawing

Collaborations that lead to creative outputs occur within different group contexts and with diverse populations, including young children. Two cases of collaborative drawing are presented in this article to consider how young children engage in creative collaboration by negotiating meaning with others through open-ended group drawing. We conceptualize group drawing as a form of social play where children can advance personal creative abilities through interactions and shared understandings with others. The two cases derive from a study that examined young children's group play through drawing. A preschool class of 16 children (aged 4–5) was observed during free play over eight 1-hour sessions. Children were free to come and go as they pleased from an art station consisting of large drawing surfaces and a variety of drawing materials. Findings from the two selected cases suggest the development of shared meaning supports creative collaboration in group drawing situations, as children use a variety of verbal and non-verbal strategies to communicate their ideas. Implications are offered for early childhood educators and environments seeking to promote creative collaboration.     

Scaling extrafoveal detection of distortion in a face and grating

Peripheral performance involving simple visual tasks and stimuli can be equated with foveal performance by spatial scaling, whilst more complex tasks and stimuli seem to need additional scaling of image contrast. We therefore determined whether the contrast manipulation needed to compensate for eccentricity-dependent performance changes is due to an increase in stimulus or task difficulty. We measured contrast sensitivities to determine foveal and peripheral ability to discriminate between an original and a distorted version of a polar-circular sinusoidal grating and a face image. Contrast sensitivities as a function of image size were spatially scaleable across eccentricities for both the face and grating. Furthermore, irrespective of stimulus, performance could be scaled with the same individual E2 value. Thus task simplicity overrides the nature of the stimulus in determining scaling requirements, suggesting that it is the complexity of the task, not of the stimulus, that makes contrast scaling necessary in complex tasks.