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Application of the idea of "catalogue learning" for joint

creative activity in children

Elena Dorosheva

Institute for Animal Systematics and Ecology,

Russia, Novosibirsk

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Сatalogue learning - a separate form of learning where subjects do not learn to do something really new in order to gain advantage from their environment; instead, they learn to select quickly and to manipulate readily with stereotype behavioural patterns.

We described catalogue learning in experiments with animals.

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We tasked children aged from 6 to 8 with creation of a common drawing on established subject.

10 groups of 7-8 children aged from 6 to 8 each were formed

Number of sessions: ten one-hour sessions once a week

Number of groups Children with

2 impaired vision

2 impaired and normal vision

6 normal vision

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Visual deficiency … means first of all fall of important social functions, regeneration of social communications, changes in all system of behaviour.

L.S.Vygotskii

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The following parameters were recorded:

1. All expressions and statements.2.Use of various materials.3.Amount and character of contribution to the common

drawing for each participant.4. Degree of penetration into another's parts of common

drawing, discernibility of each participant's contribution.

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Suppositions:• the children would apply permanent behavioural

stereotypes, • they would choose more suitable stereotypes and do it

more rapidly with gain of experience in the course of experiment

Such stereotypes as cooperation and resolved conflicts are more suitable in situation of common activity,

refusal of cooperation and conflicts with destruction of drawing are less suitable.

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Example topics were "developing of an uninhabited planet", "filming a movie", "city of the future", "travel to the land of dinosaurs“ etc.

Available as the materials were • colour pencils, • water-color paints,• gouache paints, • plasticine, • wax crayons, • soft-tip pens.

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Permanent behavioural stereotypes:

1.Implementation of the same elements of a common drawing.2.Implementation of different elements of a common drawing

(each participant make one's contribution).3. Isolation by setting rigid boundaries (lines on drawing)4. Isolation by setting movable boundaries (for example, with

help of pens, drawing scales, pencil-boxes).5.Domination and subordination (when one children defined

the task and others fallowed his instructions).6.Conflicts with subsequent creation of drawing.7.Conflicts with destruction of drawing.8.Refusal of co-operation and implementation of an individual

drawing.9.Refusal of work at all.

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Permanent behavioural stereotypes :1. Implementation of the same elements of a common drawing

Uninhabited planet

During the work initiative passed from one participants to another many a times

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Permanent behavioural stereotypes :2. Implementation of the different elements of a common drawing

Uninhabited planet

Each participant drew one element of common drawing

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Permanent behavioural stereotypes:3. Isolation by setting rigid boundaries

Uninhabited planet – participants divided the drawing by lines into separate areas for each of them

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Uninhabited planet

14divisioncooperation

«Mechanism»

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Permanent behavioural stereotypes:

4. Isolation by setting movable boundaries

«My place in groups» - this drawing was divided by pencil-boxes

pencil-box

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Permanent behavioural stereotypes :6.Conflicts with subsequent creation of drawing.

«War of worlds» came from «uninhabited planet»

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Permanent behavioural stereotypes:

7. Conflicts with partly ore total destruction of drawing.

«Uninhabited planet»

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Another form of conflict with destruction of drawing where aggressive tendencies were latent was cutting out of a participant's own part of common drawing

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8.Refusal of co-operation and implementation of an individual drawing

Permanent behavioural stereotypes:

in accordance with topics on the own topic

Dragon-volcano

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Разделение листа линиями

0

5

10

15

20

25

30

1 5 10

порядковый номер занятия

пр

оц

ен

т д

ете

й,

ис

по

ль

зов

ав

ши

х д

ан

ны

й

сте

ре

оти

п в

заи

мо

де

йс

тви

я

Isolation by lines

Percent of children using this stereotype

Number of session

21

Слияние элементов рисунка, вклад участников не различим

02468

101214

1 5 10

порядковый номер занятия

пр

оц

ен

т д

ете

й,

ис

по

ль

зов

ав

ши

х

да

нн

ый

сте

ре

оти

п

вза

им

од

ей

ств

ия

Implementation of the same elements of a common drawing

Percent of children using this stereotype

Number of session

22

Рисунок, идея которого полностью принадлежит одному из участников

группы

0

5

10

15

20

1 5 10

порядковый номер занятия

пр

оц

ен

т д

ете

й,

ис

по

ль

зов

ав

ши

х

да

нн

ый

сте

ре

оти

п

вза

им

од

ей

ств

ия

Percent of children using this stereotype

Number of session

Domination

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Индивидуальный вклад в общий рисунок

0

10

20

30

40

50

60

1 5 10

порядковый номер занятия

пр

оц

ен

т д

ете

й,

ис

по

ль

зов

ав

ши

х

да

нн

ый

сте

ре

оти

п

вза

им

од

ей

ств

ия

Implementation of different elements of a common drawing (cooperation)

Percent of children using this stereotype

Number of session

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• Permanent behavioural stereotypes were clearly distinguished in children behavior.

• In the process of gaining experience in co-operative drawing the ratio of different strategies in children behaviour changed as a whole from less adaptive in communications to more adaptive.

• It is in line with the catalogue learning concept.

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A speed of catalogue learninig is a important parameter depending on individual features.

In described above experiment we compared process of catalogue learning for children (6-8, 7-9, 9-11 year old) with impaired (myopia, long sight, astigmatism, strabismus) and normal vision

(in the frame of program for school adaptation of children with impaired vision)

Children with impaired vision initially used limited set of behavioural stereotypes, more slowly changed them than contemporary with normal vision.

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Children with impaired vision more rapidly learned in mixed groups (including children with impaired vision and normal vision) then in group including only children with impaired vision) –

probably it point out the role of social learning

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motherI

unclegrandmother

Boundaries-squares

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mother

grandmother grandfather

Boundaries-squares

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mother

I prepare my lessons

father

remainder have gone away

Boundaries-frames

Strikeout of oun figure

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father

mother go to shop

sister

I

Boundaries for certain members of the family

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mother

I

my family

Boundaries-frames for certain members of the family

32Boundaries-frames for certain members of the family

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mother

fatherI

sister

Boundaries of objects

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brother (I can be here as well)

book sofa

computer mother father

I prepare lessons

stove plate

mother

Duplicating figure

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mother (is working)

brother (play in football)

I

Schematic fugure

36Fugure is absent at all

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Main:• presens of boundaries between figures

Others:• absence of own figure, its ambiguity ore multiplicity, strikeout of oun

figure• Immovable, “frozen” figuries• schematic fugure

Character features of drawings of children with impaired vision

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Girl, 3 years old, inherited myopia (beginning in 4)

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Thank you for your attention!