Children 39;s Drawing Program Free [UPD] Download
Kimbra Koran
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Abstract
This paper presents a projective drawing activity developed to incorporate children's perceptions into program evaluation. The activity is being used as part of a five-year, multi-modal evaluation of a school-age child care program that includes qualitative and quantitative components. This school-age educational program targets low income at-risk children and their families to prevent early school drop-out and sexual activity, violent behavior, and drug and alcohol abuse. The curriculum focuses on promoting school involvement, and enhancing conflict resolution, self-responsibility and communication skills. Implications of the drawing activity for Extension specialists are discussed.
As interest in community-based and locally-directed prevention programshave grown, so has the competition for resources and the accompanyingneed to document program effectiveness. For childhood preventionprograms that hope to include children's attitudes and feelings into theevaluative process, evaluators often must be creative in their searchfor methods that are developmentally appropriate and valid.
Unfortunately, program evaluators traditionally have struggled with howto incorporate children's perceptions into program evaluation plans.Research has shown that evaluation plans and instruments that are notappropriate for their audience can yield results which are tenuous andoften unusable (Cronbach, 1982). The projective drawing techniquedescribed here to aid in program evaluation is based in part on the workof Koppitz (1983). She believes that drawing is a natural mode ofexpression for young children: "During the elementary school years,boys and girls can express their thoughts and feelings often better invisual images than in words" (p. 2).
In addition, this technique also reflects the work of others, includingBuck (1948), Machover (1949), Burns and Kaufman (1970), and Knoff andProut (1985), who have developed conceptual frameworks to interpretchildren's drawings. Many investigators have demonstrated thatchildren's drawings can reflect self- concept, attitudes, wishes, andconcerns (Golomb, 1992; Burns, 1982; Klepsch & Logie, 1982; Koppitz,1968).
Although art activities have long been associated with children'sprogramming, little has been written about using drawings as anevaluation tool of children's programs. Several authors (Koppitz, 1983;Rubin, 1984; Burns, 1982; Allan, 1978) have developed methods with whichto interpret information from children's art work and drawings. Thesemethods, as well as the use of other projective techniques have beenused mainly for individual diagnostic purposes in clinical oreducational settings. In such contexts, children's drawings have beenused for a variety of assessment purposes, including intellectualdevelopment (Harris, 1963; Goodenough, 1926), learning disabilities (Cox& Howarth, 1989), personality (Prout, 1983; Wade, Baker, Morton & Baker,1978; Hulse, 1951; Machover, 1949), and emotional adjustment (Koppitz,1968).
The drawing activity described here, while conceptually linked to suchindividual diagnostic purposes, focuses on program effectiveness ratherthan individual assessment. The activity is one element of a multi-modalchildhood education program evaluation that includes qualitative andquantitative components in an effort to comprehensively assess theprogram's objectives.
The program is a five year, federally-funded, locally developed anddirected school-age educational program to teach life skills to limitedresource families in Washoe County, Nevada. It is a collaborativeventure between Nevada Cooperative Extension and several communityagencies including the local housing authority, city recreationdivision, school district and Salvation Army. More than 1,000 childrenand their families participated in the first two years of the program atseven sites at housing authority projects, homeless shelters, and localschools. Programs have included an after school program, a summer dayprogram, parent education workshops, a parent newsletter, familyactivities, and training youth service providers, staff, and volunteers.
The premise of the program evaluation plan was based on the need to usemultple sources and times for gathering data (Patton, 1982, 1990).Multiple sources and times allow compilation of a more comprehensivepicture of program impact (Cronbach, 1982). Evaluators gatheredinformation from school records, parents, teachers, program staff, andthe youth themselves at various times each year of the program.
Data collected for the treatment group included school records(including academic grades, citizenship/academic behavior,citizenship/social behavior, and attendance); teacher, parent, and staffratings (these were social skills rating inventories completed on eachchild [the Social Skills Rating System, Teacher and Parent ElementaryForms, Gresham & Elliot, 1990]); staff notes (staff documented casestudy vignettes as part of the qualitative data collection process);child ratings (children completed a short attitude survey regardingschool, family, friends, and the after-school program); and the drawingactivity--in which children engaged in an art activity drawing picturesabout their thoughts and feelings regarding (a) school, (b) theirfamily, and (c) the after-school program.
All of these data collection activities (except staff notes, which weredone weekly, and school records, which were collected only at the end ofthe school year) were administered at the beginning and end of theschool year for each child. In addition, the program evaluationdescribed here was conducted only with those children enrolled in theafter-school component of the program (about 100 children per year).
The evaluation attempted to determine the effectiveness of the program'sobjectives with regard to (a) increasing children's grades, schoolattendance, and perceptions towards school and the after school program,and (b) increasing childrens' life skills and positive perceptionstoward family and friends. As part of the formative evaluation process,program staff also wanted to know what aspects of the program theparticipants liked or didn't like and why.
Only school records and teacher, parent and children ratings werecollected for the control group. All instruments selected for theevaluation were normed on similar age populations. In addition, allletters, consent forms and questionnaires were translated into Spanishfor those participants whose first language was Spanish. Program staff,who were bilingual, presented the projective drawing activity in Spanishas necessary.
This activity was conceived as a qualitative data collection process aswell as an educational process--for children to learn about feelings andways to appropriately express them. Staff were trained in the projectivedrawing technique by the authors who also helped initially administerthe activity to children at each program site. The process for the artactivity was as follows:
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