科研之友
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摘要
In Iran, disaster preparedness for children has been instituted since 1990. However, to date, no extensive work has addressed the concept of drawings by preschool children on the subject of earthquakes. Consequently, this pilot study aims to demonstrate that by employing tools such as drawings which engage children to think, preschool children are able to demonstrate the extent of their learning and knowledge as well as their perception. In this 2012 study, the "content analysis" technique has been used. Two hundred and two preschool children, aged 5-6 years, from nine kindergartens in four areas of Tehran (Iran) were asked to draw pictures about earthquakes. These children have been already taught about earthquakes but have no previous experience. The study analyzes the content of drawings of each child, who were separately asked to explain their drawings. The findings were reviewed by checking with a pediatric specialist. Features that were observed from the children's drawings included: using color to indicate anxiety and fear; using parts of the body in taking shelter from earthquakes; providing as well as seeking assistance at the time of disasters; and appropriate (safe) and inappropriate (unsafe) places for sheltering. The drawings were analyzed, key elements were extracted and suggestions have been made. This study is original as it explores the perceptions and knowledge of those children who have been taught about earthquakes, but have no physical experience of it. This research is significant because it shows that, even at a young age, complex cognitive processes were engaged for learners to use their knowledge within the context of their own art, illustrating it to others through drawings.
- 出版日期2015-12
