The understanding of mind/body issues and children's development in Art

Year: 2002

Author: Stevens, Julie

Type of paper: Abstract refereed

This paper purports that induction into socialization formulates and advances children's understanding of mind/body issues. This understanding is crucial in the development of children's artistic cognition.

Freud's theory of socialisation is used to explain how induction into socialisation equips children with an increasing awareness of the significance of the reciprocal relationship that exists between mental functioning and the physical world. Understanding of this relationship together with acceptance of the requirements of socialisation enable children to successfully represent their interests in mental and physical modes as well as grasp the mental and physical representations of others. Freud's theory of socialisation advocates that the development of the super-ego makes immersion into socialisation possible.

This paper argues that deepening comprehension of the nature of mental functioning and its connection to the physical world allows children to understand and at the same time fully engage with the conceptual demands of the visual arts practices. This counters the misconception that exposure to a broader range of learning experiences in each of the visual arts practices and the allocation of additional time to teaching and learning are sufficient conditions to extend the development of children's understandings in the visual arts.