Symbolic and Social Constraints on the Development of Children's Artistic Style

This issue presents original research that illuminates symbolic and social processes at work in the artistic development of children spanning the toddler years to early adolescence. Through longitudinal case studies, consensual assessment, and prospective and retrospective designs, the authors analyze children's artwork for symbolic sequences and development as well as the impact of social and cultural context on the children's artistic development. A great deal of emphasis is placed...
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This issue presents original research that illuminates symbolic and social processes at work in the artistic development of children spanning the toddler years to early adolescence. Through longitudinal case studies, consensual assessment, and prospective and retrospective designs, the authors analyze children's artwork for symbolic sequences and development as well as the impact of social and cultural context on the children's artistic development. A great deal of emphasis is placed on whether or not children have discernable artistic styles, what criteria and methods can be used to define and judge these styles and if and how a child's style changes over childhood and adolescence. Authors also discuss the interplay of endogenous skill and social support as well as the nature of style, continuity, and discontinuity in development. This issue will serve as an invaluable resource to art development researchers and scholars involved in many other developmental domains. This is the 90th issue of the quarterly journal New Directions for Child and Adolescent Development.