This book was written from observations of the authors niece over several years. The author grasped the significance of scribbling in a child's development.

This is Volume VII of thirty-two of collection of works on Developmental Psychology. Initially published in 1931 it offers a look at the psychology based in children's drawings from the first stroke to the development of coloured work at eight years of age.

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

Color makes its way into natural science images as early as the research process. It serves for self-reflection and for communication within the scientific community. However, color does not follow a standard in the natural sciences: its meaning is contingent, even though culturally conditioned. Digital publishing enhances the use of color in scientific publications; at the same time, globalization promotes the idea of universal color symbolism. This book investigates the function of color in historical and current visualizations for scientific purposes, its epistemic role as a tool, and its long neglect due to symbolic and gender-specific connotations. The publication thus closes a research gap in the natural sciences and the humanities.

This volume focuses on using visual research methods with children and young people. Featuring insights from academic experts and established professionals from visual industries, it explores a range of issues from visual ethics to children's interaction with place.

Art therapy with infants, toddlers and their families is an exciting and developing area of practice. With contributions from Australia, the United Kingdom and Spain, Art Therapy in the Early Years has an international flavour. The authors describe clinical art psychotherapy practice with children under five and their families in settings that include children in care, mental health clinics, paediatric wards, pre-schools, and early intervention programs. Divided into three sections, Art Therapy in the Early Years presents different clinical environments in which art psychotherapy with this client group is found: • individual art therapy; • group art therapy; • parent-child dyad and family art therapy. The book proposes that within these different contexts, the adaptive possibilities inherent in art psychotherapy provide opportunities for therapeutic growth for young children and their families. Art Therapy in the Early Years will be of interest to art therapists working with children; students and practitioners from creative arts therapies; psychologists and psychotherapists; social workers; pre-school teachers; child psychiatrists, clinical supervisors, and other professionals working in the early years settings.

Offering practical guidance to teachers and novice teachers the authors explore a number of ways of helping children make sense of mathematics and suggest alternatives to the excessive use of worksheets.