Advertisement

Professional design and primary children

  • Daniel Davies
Articles

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.

Keywords

Crucial Role Design Process Formalise Activity Mental Image Subsequent Research 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Akin O.: 1979, ‘An Exploration of the Design Process’, in Cross N. (ed.),Developments in Design Methodology, John Wiley, Chichester.Google Scholar
  2. APU: 1990,The Assessment of Performance in Design and Technology, EMU/SEAC, London.Google Scholar
  3. Baynes K.: 1976,About Design, Design Council, London.Google Scholar
  4. Baynes, K.: 1992,Children Designing — Learning Design. Occasional Paper No. 1, Loughborough University.Google Scholar
  5. Blenkin G. & Kelly A. V. (eds.): 1987,Early, Childhood Education, Paul Chapman, London.Google Scholar
  6. Bruner J., Jolly A. & Sylva K. (eds.): 1976,Play: Its Role in Development and Evolution, Harmondsworth, Penguin.Google Scholar
  7. Darke J.: 1979,The Primary Generator and the Design Process. Design Studies 1(1), IPC Business Press, London.Google Scholar
  8. Design Council: 1987,Design and Primary Education, Design Council, London.Google Scholar
  9. Donaldson M.: 1978,Children's Minds, Fontana Press, Glasgow.Google Scholar
  10. Schools Council: 1974Children's Growth Through Creative Experience, London: Van Nostrand Reinhold.Google Scholar
  11. Green P.: 1974,Design Education: Problem Solving and Visual Experience, London: Batsford.Google Scholar
  12. Kimbell R.: 1982,Design Education — The Foundation Years, London: Routledge and Kegan Paul.Google Scholar
  13. Kosslyn: 1978 ‘Imagery and Cognitive Development: A Teleological Approach’, in R. Siegler (ed.),Children's Thinking — What Develops?, New Jersey: Lawrence Ertbaum.Google Scholar
  14. Matthews J.: 1987, ‘Children's Drawing’, in Blenkin and Kelly (eds.),Early Childhood Education, London: Paul Chapman.Google Scholar
  15. Polanyi M.: 1958,Personal Knowledge, London: Routledge and Kegan Paul.Google Scholar
  16. Smith, F.: 1984,Joining the Literacy Club, University of Reading.Google Scholar
  17. Whitehead M.: 1987, ‘The Role of Story Telling’, in Blenkin and Kelly (eds.),Early Childhood Education, Paul Chapman, London.Google Scholar
  18. Wood D.: 1988,How Children Think and Learn, Blackwell, Oxford.Google Scholar

Copyright information

© Kluwer Academic Publishers 1996

Authors and Affiliations

  • Daniel Davies
    • 1
  1. 1.Goldsmiths' CollegeUniversity of LondonLondonUK

Personalised recommendations