一、中文部份：
中正大學教育研究所主編(2000)。質的研究方法。高雄市：麗文文化。
中華民國美術教育學會、兒童美術教育研究委員會（民80）。幼兒造形感覺遊戲。臺北縣：東皇。
王文科(1990)，兒童的認知發展導論。臺北市：文景出版社。
王文科編譯(1994)。質的教育研究法(再版)。臺北市：師大書苑。
王文科(2000)。質的研究的問題與趨勢。載於：中正大學教育研究所主編，質的研究方法，頁1-23。高雄市：麗文文化。
王玉、梁波譯（1996）。兒童塗鴉、線畫、彩畫－兒童造形的早期形式。臺北市：世界文物。
王育賢(2007)。國小學童情緒表現圖像之表現內涵與差異研究─以高雄市某國小為例。國立屏東教育大學視覺藝術學系碩士論文。王逸棻(1996)。兒童繪畫測驗之編製及其相關研究。國立高雄師範大學教育系碩士學位論文。朱進財（1993），幼稚園創造性遊戲的理論基礎與設計實例。國教天地，97，頁9-19。李源順、林福來(民89)，數學教師的專業成長：教學多元化，載於：師大學報：科學教育類，45(1)，頁1-25。
呂晴夫編譯(1975)。畢卡索藝術的秘密(西班牙畢卡索著)。臺北市：志文。
呂翠夏（1986）。幼兒之創造力、玩具類別與假想遊戲的關係。臺南師專學報，第19期，頁93-104。何政廣譯（1971）。藝術創作心理學。臺北市：大江出版社。阮慧貞、徐金全（2001）。淺談創造性的兒童遊戲環境。國教之友，53(1)，頁81-87宋文里(2003)，意義的浮現：自由素描與意識的探索。2006年7月5日搜尋，載於：清華大學通識教育中心網站「邁向全方位的大學通識教育系統」。http://www.gec.nthu.edu.tw/activity/index.htm吳芝儀、李奉儒譯(1995)。質的評鑑與硏究(Michael Quinn Patton原著)。臺北市：桂冠圖書公司。
吳惠琴(2004)。幼兒繪畫表現形式與自我概念之研究-以原住民及一般幼兒為例。屏東師範學院國民教育研究所碩士論文。吳靜吉(2002a)。華人學生創造力的發掘與培育。應用心理學研究，15，頁17-42。吳靜吉(2002b)。華人創造力的研究和教育從分享開始。應用心理學研究，15，頁92-104。吳靜吉、林偉文、林士郁、王涵儀、陳秋秀、曾敬梅、徐悅淇(2002a)。國際創造力教育趨勢及其對我國創造力教育的啟示。學生輔導，79，頁80-97。吳靜吉、林偉文、林士郁、王涵儀、陳秋秀、曾敬梅、徐悅淇(2002b)。國際創造力教育發展的趨勢。資優教育研究，2(1)，頁1-25。余治瑩譯(1999)，鯨魚。臺北市：三之三文化。
余玉眉、田聖芳、蔣欣欣(1991)。質性研究。臺北市：巨流圖書。
林玉山（1990）。Piaget認知發展理論與兒童繪畫發展之探討。國立臺灣師範大學美術研究所碩士論文。林哲誠(1984) 。幼兒繪畫表現語意之研究。省立臺北師專學報，11期，頁197-214。范瓊方(1996)。幼兒繪畫心理分析與輔導：家庭繪畫動力的探討(再版)。臺北市：心理。胡幼慧主編(1996)。質性研究：理論、方法及本土女性研究實例。臺北市：巨流圖書。
查顯良（1997）。國民小學中年級學生繪畫空間表現特質之多重個案研究。嘉義師範學院國民教育研究所碩士論文。高敬文(1996)。質化研究方法論。臺北市：師大書苑。
高宣揚著（民77）。解釋學簡論。臺北市：遠流出版社。
袁汝儀(2002)。文化人類學與藝術教育。載於：藝術教育研究會編。藝術與人文教育，頁223-236。臺北市 :桂冠圖書公司。凌繼堯(1998)。西方美學藝術學。上海：人民出版社。
徐詩媛(2003)。低視力兒童美術造形之研究。國立花蓮師範學院幼兒教育學系碩士論文。許澤銘（1992）。發展幼兒思考與創造力的遊戲。國小特殊教育，第12期，頁8-16。張明慧（2002）。線畫教學研究--幼兒線畫內容表現之分析與探討。臺北市立師範學院國民教育研究所碩士論文。張春興(1989)。張氏心理學辭典。臺北市：東華書局。
張耿彬(2005)。從幼兒繪畫內容探討幼兒認知、環境因素與幼兒繪畫的關係。國立台東教育大學碩士論文。陸雅青(1997)。兒童藝術治療。臺北市：五南出版社。
陸雅青(1993)。藝術治療─繪畫詮釋：從美術進入孩子的心靈世界。臺北市：心理出版社。
章勝傑（民88），數學題目難度對合作學習小組同儕互動質與量的影響，載於：臺東師院學報，10期，頁76-95。陳育淳（2000）。大眾文化對兒童繪畫發展的影響。國立彰化師範大學藝術教育研究所碩士論文。陳伯璋（1990）。教育研究方法的新取向。臺北市：臺北南宏圖書公司。
陳芬美（1991）。幼兒繪畫能力發展之研究。文化大學兒童福利研究所碩士論文。陳述良(2003)。兒童人物畫形式的發展研究─以中華畫人測驗為例。屏東師範學院視覺藝術教育研究所碩士論文。陳輝東（1998）。兒童畫的認識與指導。臺北市：藝術家出版社。
陳龍安(1994)。創造思考教學的理論與實際。臺北市：心理出版社。陳瓊花（1997a）。從兒童繪畫表現，探討文化差異與特質－臺北市小學五年級的小朋友如何畫「我未來的家庭」。美育，83期，頁47-56。陳瓊花（1997b）。再從兒童繪畫表現，探討地區性的差異與特質－市與金門縣小學五年級的學童如何畫「我未來的家庭」。美育，89期，頁37-48。陳麗如（1995）。國小低年級兒童繪畫表現模式及其影響因素之多重個案研究。國立嘉義師範學院國民教育研究所碩士論文。彭偉嘉（1995），繪畫中的線條及其表現。國立師範大學美術學系碩士論文。黃又青譯（2000），噴泉。臺北縣中和市：光佑文化。
黃光雄、簡茂發主編(1991)。教育研究法。臺北市：師大書苑。
黃瑞琴(1994)。質的教育研究方法(再版)。臺北市：心理出版社。
黃翼(1938)。兒童繪畫之心理。臺北市：商務印書局。
鄔瑞香、林文生（民86），建構主義在國小數學科教學試煉，載於：教育資料與研究，8期，頁44-49。蒲玉蓓（1993）。幼兒造形感覺遊戲。臺北縣：東皇文化出版事業有限公司。
歐用生(1989)。質的研究。臺北市：師大書苑。
潘世尊(民91)，教學的鷹架要怎麼搭，載於：屏東師院學報，第16期，頁263-294。潘英海(1990)。田野工作中的「自我」：從馬凌諾斯基的《日記》談起。臺灣史田野研究通訊，17，頁40-43。
劉豐榮（1986）。艾斯納藝術教育思想研究。臺北市：水牛。
劉豐榮（1997）。幼兒藝術表現模式之理論建構與其教育意涵之研究。臺北市：文景。
劉豐榮（2006）。視覺符號探討方法之理論探析：圖像誌到符號學與Lacan的符號學之創新。載於：視覺藝術論壇，1，頁7-22。蔡金柱、李叡明譯（1993）。兒童畫的心理與教育。臺北市：世界文物出版社。
蔡敏玲(1994)，教育民族誌中研究者的角色。「社會研究方法檢討與前瞻」第二次科際研討會：質化研究、次級分析與綜合方法。中央研究院民族學研究所。
蔡敏玲(1996)，教育質性研究者請在文本中現身：兩項重要思慮。載於：國民教育月刊，37(2)，頁21-30。
蔡敏玲（1998a），豈只是自言自語而已: 維高斯基和皮亞傑關於「自語」的對話。幼教天地，15期，頁205-226。
蔡敏玲(1998b)。「內」「外」之間與之外的模糊地帶：再思建構論之爭議。課程與教學，1(3)，頁81-139。蔡敏玲(2001a)。尋找教室團體互動的節奏與變奏：教育質性研究歷程的展現。臺北市：桂冠圖書。
蔡敏玲(2001b)，教育質性研究報告的書寫：我在紀實與虛構之間的認真與想像。國立臺北師範學院學報，14，頁233-259。蔡敏玲(2005)。幼兒個人經驗敘說之內容、風格與意義初探。國立臺北教育大學學報，18(2)，頁323-358。謝士弘(2004)。學童繪畫信念與繪畫表現關係之研究。國立臺灣師範大學美術研究所碩士論文。謝政達(2002)。國小兒童繪畫遮蔽表現的研究。國立新竹師範學院美勞教育研究所碩士學位論文。顏肇基(1997)。「傷人」的話語：一個國小四年級班級口語攻擊行為之研究。國立臺北師範學院國民教育研究所碩士論文。戴慧燕(2003)。兒童藝術中語文表現之個案研究。國立嘉義大學視覺藝術研究所碩士學位論文。羅雅芬、連英式，金乃琪等譯（2000），兒童的一百種語文：瑞吉歐‧艾蜜莉亞教育取向進一步的迴響。臺北市：心理出版社。
邊霞(2002)。論兒童藝術的發生。檢索日期：2010年2月2日。網址：http://tsui27.myweb.hinet.net/new_page_54.htm。
二、英文部份：
Allott, R. (2001). The natural origin of language: Vision, language. Knebworth: Able Publishing.
Amabile, T. M.（1983）. Social Psychology of Creativity. CO: Westview Press.
Amabile, T. M. (1996). Creativity in context. Boulder, Colorado: Westview Press.
Andersson, S. B. (1985). Local conventions in children's drawings: a comparative study in three cultural. The Journal of Multicultural and Cross-cultural in Art Education, 13, p. 101-112.
Anning, A. & Ring, K. (2004). Making sense of children's drawings. Maidenhead ; New York : Open University Press.
Arnheim, R. (1967). Art and visual perception. Berkeley, CA: University of California Press.
Berk, L. E. (1986). Private speech: Learning out aloud. Psychology Today, May, p. 34-42.
Berk, L. E. & Garvin, R. A. (1984). Development of private speech among low-income Appapachia children. Developmental Psychology, 20(2), p. 271-286.
Blumer, H. (1986). Symbolic interactionism: perspective and method. Berkeley : University of California Press.
Boyatzis, C. J. & Albertini, G. (2000). A naturalistic observation of children drawing: Peer collaboration processes and influences in children’s art. In C. J. Boyatzis & M. W. Watson(Eds.), Symbolic and social constraints on the development of children’s artistic style(pp. 31-48). San Francisco: Jossey-Bass.
Braswell, G. S. (2007). Keeping the audience in mind: Relationships between symbol production and social cognition
, Visual Arts Research, p. 83-91.
Brittain, W. L. (1979). Creativity, Art, and the Young Child
. New York: Macmillan.
Bruce, T. (1991). Time to play in early childhood education.
London : Hodder & Stoughton.
Bruner, J. S. (1960). The Process of Education. Cambridge, Harvard University Press.
Bruner, J. S. (1966a). Toward a theory of instruction. Cambridge, Mass. : Belknap Press of Harvard University.
Bruner, J.S. (1966b). On Cognitive Growth. In J.S. Bruner, R.R. Olver & P. M. Greenfield (Eds.). Studies in Cognitive Growth (2nd ed., pp. 1-67).New York: Wiley.
Bruner, J.S.(1974). The relevance of education.Harmondsworth
: Penguin.
Bruner, E. (1986). Experience and its expression. In V. Tuner & Bruner(Eds.) , The Anthropology of Experience(pp. 3-30). Urbana: University of Illinois Press.
Buhler, K. (1975). The mental development of the child. New York : Arno Press.
Burt, C. (1962). Mental and scholastic tests. Michigan: Staples Press.
Butterworth, G. (Ed.) (1977). The child’s representation of the world. New York : Plenum Press.
Cazden, C. B. (2001). Classroom discourse : the language of teaching and learning(2nd. ed.). Portsmouth, NH : Heinemann.
Clandinin, D. J. & Connelly, F. M. (2000). Narrative inquiry
: experience and story in qualitative research. San Francisco: Jossey-Bass Publishers.
Cook-Gumperz, Ｊ., Corsaro, W. A., & Streeck, J. (1986). Children's worlds and children's language. Berlin; New York; Amsterdam: Mouton de Gruyter.
Court, E. (1989). Drawing on culture: the influence of culture on children’s drawing performance in rural Kenya. Journal of Art and design, 8(1), p. 65-88.
Csikszentmihalyi, M. (2001). Flow: the psychology of optimal experience. Book-of-th-Month-Club.
Dalgish, G. M. (Ed.) (1997). Webster’s Dictioary of American English. New York: Random House.
Deregowski, J. B. (1977). Pictures, symbols and frames of reference. In G. Butterworth (Ed.). The child’s representation of the world (ch. 15, pp. 219-236). New York: Plenum Press.
Diaz, C. J. (2007). Literacy of social practice. In L. Makin, C. J. Diaz, & C. Mclachlan(Eds.), Literacy in childhood: Changing views, challenging practice(2nd ed., pp. 31-42). Australia Maclennan & Petty.
Di Leo, J. H. (1973). Children's Drawings as diagnostic aids. New York: Brunner/Mazel.
Duncum, P. (1993). Ten types of narrative drawing among children’s spontaneous picture-making. Visual Arts Research, 19(1), p. 20-29.
Dyson, A.(1986). Transitions and tensions:interrelationships
between the drawing, talking and dictating of young children. Research into the Teaching of English, 24(4), p. 379-409.
Edwards, C. , Gandini, L. & Forman, G.(1993). The hundred languages of children : the Reggio Emilia approach to early childhood education. Norwood, N.J. : Ablex Pub. Corp.
Eng, H. K. (1954).The psychology of children's drawings from the first stroke to the coloured drawing. London : Routledge & K. Paul.
Eyestone, J. E. (1990). A study of Emergent language systems and their implication for discipline-based art education. Visual Arts Research, 16(1), p. 77-82.
Feigenbaum, P. (2009). Development of communicative competence through private and inner speech. In A. Winsler, C. Fernyhough & G. Montero (Eds.). Private speech: Executive functioning, and the development of verbal self-regulation. pp. 105-120. N. Y.: Cambridge University Press.
Fineberg, J. (Ed. )(1998). Discovering child art : essays on childhood, primitivism, and modernism. Princeton, N.J. : Princeton University Press.
Freeman, N. (1980). Strategies of representation in young children. London: Academic Press.
Furth, H. G. (1981). Piaget and knowledge : theoretical foundations (2nd ed.). Chicago : University of Chicago Press.
Gamradt, J. & Staples, C. (1994). My School and Me: Children’s Drawings in Postmodern Educational Research and Evaluation. Visual Arts Research, 20(1), p. 36-49.
Gardner, H., Ives, S. W., Silverman, J., & Kelly, H.（1978）. Artistic development in the early school years: A cross-media study of storytelling, drawing, and clay modeling. Journal of Research and Development in Education, 14（3）, p. 91-105.
Gardner, H. (1980). Artful scribbles: the significance of children’s drawings. New York: Basic Books.
Gardner, H（1982）. Art, mind and brain: A cognitive approach to creativity. New York: Basic Books.
Gearhart, M. & Newman, D. (1980).Learning to draw a picture
: The social context of an individual activity. Discourse Processes, 3, p. 169-184.
Geertz, C. (1973). Thick Description: Toward an Interpretive
Theory of Culture. In C. Geertz (Ed.), The Interpretation of Cultures. New York: Basic Books.
Gillett, G. (1992). Representation, Meaning, and Thought. Oxford: Clarendon Press.
Glaser, B. G. & Strauss, A. L.(2009). The discovery of grounded theory : strategies for qualitative research(5th ed.). Chicago : Aldine Pub. Co.
Golomb, C.（1994）. Drawing as Representation: The Child’s Acquisition of Meaningful Graphic Language. Visual Arts Research, 20(2), p. 14-28.
Guilford, J. P. & Hoepfner, R. (1971). The analysis of intelligence. New York : McGraw-Hill.
Hendrick, J.(1980). The Whole Child: New Trends in Early Education. U.S.A.: Mosby Company.
Hoorn, J. V., Nourot, P., Scales, B. & Alward, K. (1993). Play at the Center of the Curriculum. N. Y.: Macmillian Publishing Company.
Howes, C. (1980). Peer play scale as an index of complexity of peer interaction. Developmental Psychological, 16, p. 371-372.
Howe, N., Moller, L. & Chambers, B.(1994). Dramatic Play in Day Care: What Happens When Doctors, Cooks, Bakers, Priates and Pharmacists Invade Classroom? In H. Goelman & E. V. Jacobs (Eds. ). Children’s Play in Child Care Settings (Ch. 6, pp. 102-118). NY: State University of New York Press, Albany.
Isenberg, J. P. & Jalongo, M. R.(1993). Creative Expression and Play in the Early Childhood Curriculum. N. Y.: Macmillian Publishing Company.
Jacson, P. W.(1968). Life in classrooms. N. Y. : Teachers College Press.
Kellogg, R.(1969). Analyzing children's art. Palo Alto, Calif.: National Press Books.
Kim, M.(2007). Korean children’s self-initiated learning and expression through manwha. Visual Arts Research, 33(1), p. 29-42.
Kindler, A. M. & Darras, B.（1998）. Culture and development
pictorial repertoires.Studies in Art Education,39(2）,p. 147-167.
Kramer, E. (1993). Art as therapy with children(2nd ed.). Chicago : Magnolia Street Publishers.
Lehr, S. S.(1991). The Child’s Developing Sense of Theme: Responses to Literature. N. Y.: Teachers College Press.
Lincon, Y. S. (1984). Naturalistic Inquiry. California: Sage Publicayion.
Lowenfeld, V.＆ Brittain, L. (1982). Creative and mental growth (7th ed.). London : Macmillan : Collier Macmillan.
MacCabe, A. (2005). Grasping the whole elephant: The comprehensive language
approach to early literacy.In National Taipei Normal College(國立臺北師範學院): International conference on narrative inquiry (pp. 4-12).(敘說探究國際研討會)
Malaguzzi, L. et al. (1998).The hundred languages of children: Narrative of the possible(張軍紅、陳素月、葉秀香譯). Taipei: Kuang Yu Cultural Enterprise Co., Ltd.
Maslow, A. H. (1999). Toward a psychology of being(3rd. ed.). New York : J. Wiley & Sons.
Matthews, J.(1983). Children’s drawing: Are young children really Scribbling? A paper presented at the British psychological society International Conference on psychology and the Arts, Cardiff.
Mead, G. H. (1934). Mind, self and society from the standpoint of a social behaviorist(edited, with introduction
, by Charles W. Morris). Chicago, Ill. : The University of Chicago Press.
Miles, M. B. & Huberman, A. M. (1994). Qualitative Data Analysis (2nd ed.). Thousand Oaks: SAGE.
Malchiodi, C. A. (1998). Understanding children's drawings. New York : Guilford Press.
Municipal Infant-Toddler Centers and Preschool of Reggio Emilia (1997). Shoe and Meter(Morrow, L.translated). Italia
: Reggio Children S. R. L.
Piaget, J. (1962). Play, dreams and imitation in childhood. New York : W. W. Norton & Company.
Piaget, J.(1976). The Psychology of Intelligence. N. J.: Littlefield, Adams & Co.
Piaget, J. (2002). The language and thought of the child(3rd ed.) ( translated by Marjorie and Ruth Gabain). London; New York : Routledge.
Piaget, J. & Inhelder, B. (1966). The psychology of the child. London: Routledge & Kegan Paul.
Read, H. (1958). Education through art. New York: Pantheon Books.
Rogoff, B. (2003).The cultural nature of human development. Oxford: Oxford University Press.
Rosario, J. & Collazo, E. (1981). Asthetic codes in context
: an explanation in two preschool classroom. Journal of Asthetic Education, 15(1), p. 71-84.
Rubin, K. H. (1982). Non-social play in preschoolers: Necessary evil? Child Development, 53, p. 651-657.
Rubin, K. H., Maioni, T. L. & Hornung, M. (1976).Free play behaviors in middle-and lower-class preschoolers: Parten and Piaget revisited. Child Development, 47, p. 414-419.
Saint-Exupery, A. D. (1983). The Little Prince. Taipei: Caves Book, Ltd.
Schwandt, T. A. (2001). Dictionary of qualitative inquiry. U.S.A.: Sage Publications, Inc.
Sherman, L.(1984). Three-dimensional media for communication
, expression and socialization (preschool). In R. MacGregor(Ed.). Readings in Canadian art education. Vancouver, B. C.: Wedge, University of British Columbia.
Slade, A. & Wolf, D. P. (Eds. ) (1994). Children at Play: Clinical and Developmental Approaches to Meaning and Representation. NY: Oxford University Press.
Smith, P. K. (1978). A longitudinal study of social participation in preschool children: Solitary and parallel play re-examined. Developmental Psychology, 14, p. 517-523.
Smith, P. K. (Ed.). (1984). Play in Animals and Humans. NY: Basil Blackwell Inc.
Soundy, C. S. & Drucker, M. F. (2010). Picture partners: A Co-creative journey into visual literacy. Early Childhood education journal, 37, p. 447-460.
Sternberg, R. J. & Lubart, T. I. （1995）. Defying the crowd -- Cultivating Creativity in a culture of conformity. New York: The Free Press.
Stetsenko, A. (1995). The Psychological Function of Children’s Drawing: A Vygotskyian Perspective. In C. Lange-Kuttner & G. V. Thomas (Eds.) (1995). Drawing and Looking (pp. 147-158). New York ; London : Harvester Wheatsheaf.
Szekely, G. (1991). From Play to Art. N. H.: Heinemann Educational Books, Inc.
Tagore, R. (1913). Collected poems and play of Rabindranath Tagore. Taipei: China Commercial Center.
Tarr, P. (1990).More then movement: Scribbling reassessed. Visual Arts Research, 16(1), p. 82-89.
Thompson, C.M. (1988). "I make a mark": The significance of talk in young children's artistic development. (ED 302345).
Thompson, C.M. (1995). The visual Arts and Early Childhood Learning. Reston, Va.: National Art Education Association.
Thompson, C. M. (1999). Drawing together: Peer influence in preschool-kindergarten art classes. Visual Arts Research, 25, p. 61-68.
Thompson, C. M. (2002). Drawing together: Peer influence in preschool-kindergarten art classes. In L. Bresler & C. M. (Eds.), The Arts in children’s lives: Context, culture, and curriculum(Ch. 9, pp. 129-138). The Netherlands: Kluwer Academic Pubishers.
Vallier, D. (1998). Miro and children’s drawings. In J. Fineberg (Ed. ). Discovering child art: essays on childhood
, primitivism, and Modernism(pp. 201-209). Princeton, N.J.
: Princeton University Press.
Van Maanen, J. (1988). Tales of the Field: On Writing Ethnography. Chicago: University of Chicago Press.
Vygotsky, L. S. (1962). Thought and language(edited and translated by Eugenia Hanfmann and Gertrude Vakar). Cambridge : M.I.T. Press, Massachusetts Institute of Technology.
Vygotsky, L.S.（1978）. Mind in society. Cambridge, MA: Harvard University Press.
Wilson, B., & Wilson, M.（1977）. An iconoclastic view of the imagery sources in the drawing of young people. Art Education, 30（1）,p. 5-11.
Wilson, B. & Wilson, M. (1979). Children’s story drawings: Reinventing worlds. School Arts, 78(8), p. 6-11.
Wilson, B.1985）. The artistic tower of Babel: Inextricable links between culture and graphic development. Visual Arts Research, 11, p. 90-104.
Wilson, B. & Wilson, M.（1987）. Pictorial composition and narrative structure: Themes and the creation of the meaning in the drawings of Egyptian and Japanese children. Visual Arts Research, 13, p. 10-21.
Winsler, A.(2009). Still talking to ourselves after all these years: A review of current reaearch on private speech. In A. Winsler, C. Fernyhough & G. Montero (Eds.). Private speech: Executive functioning, and the development of verbal self-regulation. pp. 3-41. N. Y.: Cambridge University Press.
Wolcott, H. F. (1997). Ethnography Research in Education. In R. M. Jaeger (Ed.), Methods for Research in Education(2nd ed., pp. 155-172) Washington, D.C.: AERA.
Woods, A. & Pollard, A. (Eds.) (1988).Sociology and teaching : a new challenge for the sociology of education. London ; New York : Croom Helm.
Yamagata, K. (1997). Representational activity during mother-child interaction: The scribbling stage of drawing. British Journal of Developmental Psychology, 15(3), p. 355-366.
Zurmuehlem, M. & Kantner, L. (1995). The narrative quality of young children’s art. In C. M. Thompson (Ed.) (1995). The visual arts and early childhood learning. Reston, Va.: National Art Education Association.