Mental Maturity and Drawing A Study on the Theories of Florence Goodenough and Arnold Gesell by Teresa Roach Florence Goodenough Arnold Gesell Florence Goodenough Biography Born the youngest of nine in 1886 ID: 321527
Download Presentation The PPT/PDF document "School Readiness" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
School Readiness, Mental Maturity, and Drawing
A Study on the Theories of Florence Goodenough and Arnold Gesell by Teresa RoachSlide2
Florence Goodenough
Arnold GesellSlide3
Florence Goodenough: Biography
Born the youngest of nine in 1886.
Studied at Columbia University, earned Master’s by 1921
Worked on research at Stanford University with Lewis Terman
Published her first book,
Measurement
of Intelligence by
Drawings
, in 1928
Also published the
Handbook of Child Psychology
and
Anger in Young Children
President of the National Council of Women Psychologists and the Society for Research in Child Development
Died in 1959Slide4
C
ognitive
development, with a special focus on the “mental maturity” of children
Established the “Draw a Man”
test
Primarily for preschoolers
Scoring system with strong correlation to written I.Q. test
First administered among 4000 K-4th
graders in New Jersey in 1920Florence Goodenough: TheorySlide5
C
ognitive
development, with a special focus on the “mental maturity” of children
Established the “Draw a Man”
test
Primarily for preschoolers
Scoring system with strong correlation to written I.Q. test
Florence Goodenough: Theory
“The
nature and content of children’s drawings are dependent primarily upon intellectual
development.”
–Florence GoodenoughSlide6
Arnold Gesell: Biography
Born
in Wisconsin in
1880
Received degrees
at the University of Wisconsin,
Clark
University,
and Yale, with M.D. by 1915
Assistant
professor at Yale specializing in child
development
F
ounded
the Yale Clinic of Child Development and directed it for 37
years
Published
books such as
Infant and Child in the Culture of
Today
(1943)
and
The Child from Five to Ten
(
1946)
Died
in
1961, but Gesell Institute continuesSlide7
Arnold Gesell: Theory
Maturationist – patterns, reciprocal interweaving, self-regulation, functional asymmetry
First studied mental retardation in children, and soon expanded to include regular development
“Gesell Developmental Schedules” and developmental quotients
Compared language, motor coordination, social development to standards
Much broader focus than Goodenough
Created the
“
Incomplete Man” test
Only a portion of a test to evaluate school readinessPermitted prompting the childDidn’t create a scoring methodSlide8
Arnold Gesell: Theory
Maturationist – patterns, reciprocal interweaving, self-regulation, functional asymmetry
First studied mental retardation in children, and soon expanded to include regular development
“Gesell Developmental Schedules and developmental quotients
Compared language, motor coordination, social development to standards
Much broader focus than Goodenough
Created the
“
Incomplete Man” test
Only a portion of a test to evaluate school readinessPermitted prompting the childDidn’t create a scoring methodSlide9
Goodenough vs. Gesell
Goodenough / “Draw
a Man”
Gesell / “Incomplete Man”
Full and complete test
Portion
of larger test
Scoring system invented
No scoring system invented
Absolutely NO assistance
Prompting
permitted
Start with blank sheet of paper
Start with half-finished drawingSlide10
Critical Terms:
Comparative Difference: As used by Goodenough, comparative differences are the significant variances between drawings of children at different developmental stages.
Developmental Quotient:
As used by Gesell, a developmental quotient compares a child’s language, motor coordination, and social development to the “normal” development for that stage of life.
Functional Asymmetry:
As used by
Gesell
, the disproportionate favoring of one hand, eye, etc. over the other.Maturation: The belief, exhibited by Gesell, that a child’s development is directed from within by action of the genes.
Mental Maturity: As used by Goodenough, mental maturity refers to a child’s intelligence, in consideration of his or her developmental stage
.Readiness: As used by Gesell, a child’s school readiness is his ability to perform well the tasks expected as a part of his grade level
.
Self-regulation:
As used by
Gesell
, the ability of an organism to regulate its own development to a considerable degree.Slide11
My Study: The Questions
The purpose of this research is to investigate whether scores of mental maturity, as defined by Florence Goodenough and measured by the Draw a Man test, and scores of school readiness, as defined by Arnold Gesell and measured by the Incomplete Man test, are comparable when drawings from both tests are evaluated using Goodenough’s scoring techniques. Furthermore, the study aims to determine whether the scores generated by either or
both tests compare with teacher rankings of student “schoolwork readiness.” In particular, this study aims to answer the following questions:
Will Goodenough’s Draw a Man test and Gesell’s Incomplete Man test generate comparable scores?Will teacher rankings of students’ “schoolwork readiness” for a given grade level compare with the scores generated on either or both tests?
Are Goodenough’s
Draw a Man
test and Gesell’s Incomplete Man test reasonable measures of
schoolwork readiness?Slide12
My Study: The Hypotheses
Will Goodenough’s Draw a Man test and Gesell’s Incomplete Man test generate comparable scores?HYPOTHESIS: I believe that the tests
will generate correlating scores, but that Goodenough’s test will tend to produce higher scores than Gesell’s.
Will teacher rankings of students’ schoolwork readiness for a given grade level compare with the scores generated on either or both tests?
HYPOTHESIS: I hypothesize
that teachers’ rankings of students’
readiness
will line up well with scores actually generated from the test. Are Goodenough’s Draw a Man test and Gesell’s Incomplete Man test reasonable measures of schoolwork readiness?
HYPOTHESIS: I predict that both tests will be fairly effective indicators of school
readiness, but that Goodenough’s test will be a slightly better
measure than Gesell’s.Slide13
My Study: The Setting
Elementary school in Irving, TexasTwo separate research dates in March of 2015One class each of kindergarteners and first graders20 Kindergarteners12 First gradersSlide14
My Study: The Method
PART I – Investigating Goodenough’s ResearchRepeat Goodenough’s study, using a procedure as similar to hers as possibleScore the drawings
PART II – Investigating Gesell’s ResearchRepeat Gesell’s study
, using a procedure as similar to his as possibleScore the drawingsPART III – Analyzing the Scores
Compare the same child’s two scores
Compare the scores to the teacher’s assessment of a student’s schoolwork readinessSlide15
My Study: The Rubric
Head present
Legs
present
Arms present
Trunk present
Length of trunk greater than breadth
Shoulders definitely indicated
Both arms and legs attached to trunk
Arms and legs attached to trunk at correct points
Neck present
Outline of neck continuous with that of head, trunk, or both
Eyes present
Nose present
Mouth present
Nose and mouth in two dimensions, two lips shown
Nostrils shown
Hair shown
Hair on more than circumference of head and non-transparent. Better than a scribble
Clothing present
At least two articles of clothing (as hat and trousers) non transparent
Entire drawing free from transparencies – both sleeves and trousers must be shown
At least four articles of clothing definitely indicated from this list: hat, shoes, coat, shirt, necktie, belt, trousers
Costume complete with incongruities
Fingers present
Correct number of fingers shown
Detail of fingers
correct
Eye detail.
Proportion
Eye detail. Glance
Eye detail.
Pupil shown
Both Chin and forehead shown
Projection of chin shown
Profile
A
Profile B
Opposition of thumb clearly defined
Hand shown distinct from fingers and arms
Arm joint shown, either elbow, shoulder, or both
Proportion: head
Proportion: arms
Proportion: legs
Proportion: feet
Proportion: two dimensions
Heel shown
Motor coordination: lines A
Motor coordination: lines B
Motor coordination: head outline
Motor coordination: trunk outline
Motor coordination: arms and legs
Motor coordination: features
Ears present
Ears present in correct position and proportion
Eye detail. Brow and/or lashes shownSlide16
My Study: Part I Goodenough’s Theory
Provide children with paper and pencilRequest that children draw a person:“On this paper I want you to make a picture of a man. Make the very best picture that you can. Take your time and work very carefully. Try very hard and see what a good picture you can make
.”
Supervise, give no specific comments. Answer all questions with “Do it whatever way you think is best.”Collect the drawingsSlide17
Goodenough: Kindergarten
18
29
9Slide18
Goodenough: Kindergarten
11
16
15Slide19
Goodenough: Kindergarten
Goodenough: Kindergarten
13
13
16Slide20
Goodenough: First Grade
16
17
18
23
27
22Slide21
Goodenough: First Grade
27
20
18
17Slide22
My Study: Part I Goodenough’s Theory
Kindergarten
First
Grade
1. 9
Lowest (tie)
13. 12
27
Highest (tie)
2. N/A14. 13
17
3.
29
Highest
15. 18
23
4. 18
16. 16
22
5. 15
17. 12
16
6. 21
18. 13
18
7. 15
19. 12
17
8. 16
20. N/A
20
9. 11
16
10. 9
Lowest (tie)
15
Lowest
11. 13
18
12. N/A
12.
27
Highest (tie)
Average: 19.7
Average: 14.8Slide23
My Study: Part II Gesell’s Theory
Provide children with paper (with half finished man) and pencil
Request that children finish the person:
“What does this look like to you?”
“You finish him.”
Supervise, may give specific comments, but I did not
Collect the drawingsSlide24
16
21
23
Gesell: KindergartenSlide25
19
20
8
Gesell: KindergartenSlide26
16
18
12
Gesell: KindergartenSlide27
15
18
Gesell: First Grade
17Slide28
My Study: Part II Gesell’s Theory
Kindergarten
First
Grade
1. 14
14
18
2. 1614. 15
153. 23 Highest (tie)
15. 17
15
4. 19
16. 22
18
5. 15
17. 15
17
6. 21
18. 23
Highest (tie)
16
7. 19
19. 18
17
8. 17
20. 8
Lowest
17
9. 20
17
10. 18
17
11. 16
18
12. 22
12.
17
Average: 16.8
Average: 17.6Slide29
Scores Compared
Goodenough
Gesell
Difference
1
9
14
+5
10
918+9
9
11
20
+9
17
12
15
+3
13
12
14
+2
19
12
18
+6
11
13
16
+3
14
13
15
+2
18
13
23
+10
7
15
15
0
16
16
22
+6
8
16
17
+1
4
18
19
+1
15
18
15
-3
6
21
21
0
5
25
15
-10
3
29
23
-6
Goodenough
Gesell
Difference
10
15
17
+2
5
1617+191617+171717021715-2111818061816-282017
-3
4
22
18
-4
3
23
15
-8
1
27
18
-9
12
27
17
-10
First Grade
Kindergarten
Average change:
+2.2
Average change:
-3.1Slide30
My Study: Part III
Teachers’ Rankings
Ranking
1
Average
2
High
3High4
Average5Low
6High7Average
8
High
9
High
10
High
Ranking
11
Average
12
High
13
Low
14
Average
15
High
16
High
17
High
18
Low
19
Low
20
Average
Ranking
1
High
2
Low
3
Low
4
High
5
Low
6
(?)
7
Low
8
Average
9
High
10
Average
11
High
12
Average
Kindergarten
First GradeSlide31
Comparisons: Kindergarten
Goodenough
Gesell
Ranking
1
9
14
Average
10
9
18
High
9
11
20
High
13
12
14
Low
19
12
18
Low
17
12
15
High
18
13
23
Low
11
13
16
Average
14
13
15
Average
7
15
15
Average
16
16
22
High
8
16
17
High
4
18
19
Average
15
18
15
High
6
21
21
High
5
25
15
Low
3
29
23
High
Gesell
Goodenough
Ranking
13
14
12
Low
1
14
9
Average
5
15
25
Low
14
15
13
Average
7
15
15
Average
15
15
18
High
17
15
12
High
11
16
13
Average
8
17
16
High
19
18
12
Low
10
18
9
High
4
19
18
Average
9
20
11
High
6
21
21
High
16
22
16
High
18
23
13
Low
3
23
29
High
70.6%
58.9%Slide32
Comparisons: First Grade
Goodenough
Gesell
Ranking
10
15
17
Average
5
16
17
Low
9
16
17
High
7
17
17
Low
2
17
15
Low
6
18
16
(?)
11
18
18
High
8
20
17
Average
4
22
18
High
3
23
15
Low
12
27
17
Average
1
27
18
High
Gesell
Goodenough
Ranking
2
15
17
Low
3
15
23
Low
6
16
18
(?)
5
17
16
Low
7
17
17
Low
10
17
15
Average
8
17
20
Average
12
17
27
Average
9
17
16
High
11
18
18
High
4
18
22
High
1
18
27
High
100%
58.3%Slide33
My Study: The Hypotheses
Will Goodenough’s Draw a Man test and Gesell’s Incomplete Man test generate comparable scores?HYPOTHESIS: I believe that
the tests will generate correlating scores
, but that Goodenough’s test will
tend
to
produce
higher scores than Gesell’s.
Will teacher rankings of students’ schoolwork readiness for a given grade level compare with the scores generated on either or both tests?HYPOTHESIS: I hypothesize
that teachers’ rankings of students’ readiness will line up well with scores actually generated from the test. Are Goodenough’s Draw a Man test and Gesell’s Incomplete Man test reasonable measures of schoolwork readiness?
HYPOTHESIS:
I predict that
both tests will be
fairly effective
indicators of school
readiness,
but that Goodenough’s
test
will be
a slightly better
measure than Gesell’s.
WRONG!
B
O
T
H
!
RIGHT!
RIGHT!
WRONG!Slide34
Problems & Limitations
Limited time, had to test entire group at onceChildren got bored of instructionsSmall, convenient sampleCopying (especially Gesell Kindergarten test)SCORING SYSTEM
Inaccurate for Gesell testGesell test included “reminders” – such as nose and ears
Symmetry alone produced score of 19, so I had to grade more harshlyCouldn’t tell what everything wasSlide35
What’s Next?
Does the size of a child’s drawing have anything to do with his or her intelligence?
Is there data from any other theorist which might reveal why the kindergarteners were much more creative than the first graders on the Gesell test?
Could a child’s incorporation of props and/or background images reflect a unique thought process?Slide36
The Nature-Nurture Line:
Nature
Nurture
ROUSSEAU
LOCKE
GESELL
GOODENOUGHSlide37
Works Cited
Ames, Louise Bates, Clyde Gillespie, Jacqueline Haines, and Frances Ilg.
School Readiness
. 1964. New York: Harper & Row, 1978. Print
.
“Arnold Gesell.”
Psychology Encyclopedia
. Net Industries, 2015. Web. 28 Feb. 2015.
Crain, William. Theories of Development: Concepts and Applications
. 6th ed. Boston: Prentice Hall, 2011. Print.
Goodenough, Florence.
Measurement of Intelligence by Drawings
. Chicago: World Book Company, 1926. Print.
Weiss, Adrian. “Florence Goodenough 1886 – 1959.”
Women's Intellectual Contributions to the Study
of
Mind and
Society
.
Webster University, n.d. Web. 28 Feb. 2015.