This article describes a longitudinal, rural project undertaken with 40 Australian preschoolers across the transition from early childhood centre to school. Developmental differences regarding gender were identified in the children's drawings both at preschool and school levels, some of these indicating changes had occurred across the transition to school. Preschool girls for instance excelled in the areas of basic form, colour and spatial integration, but at school level this pattern was all but reversed. Differences between the content of the drawings were also analysed. The implications for the teacher's role are discussed.
|Number of pages||16|
|Journal||New Zealand Research in Early Childhood Education|
|Publication status||Published - 2005|