Development of plastic Skills at Age of 3–7 in the Concept of CEFR_VL Framework of Competencies

Abstract

Except for the occasional publication presenting independent research, it is unusually rare to find specialist literature that compares children’s drawings with spatial creations; we can practically call this undiscovered territory. This article addresses the three-dimensional, spatial creations of kindergarten children and the development of their plastic skills, presenting the initial results of our research with particular attention to the measuring instruments, which are utilisable by practising kindergarten teachers as a development tool for everyday visual education. On the basis of the initial results of the data analysis, the explanatory plastic development model and the comparative drawing-plastic arts model emerging from the analysis of the two-dimensional works by the children taking part in the study are presented.