Golomb, C. (2002). The development of sculpture. In C. Golomb, Child art in context: A cultural and comparative perspective (pp. 51-78). Washington, DC, US: American Psychological Association.
http://dx.doi.org/10.1037/10452-003
With few exceptions (Golomb, 1972, 1973, 1974), studies devoted to modeling have not been concerned with the three-dimensional conceptions that underlie children's work with clay, conceptions that are at the core of children's sculpture. I now turn to a report on two studies that closely examined young children's representation in playdough and clay, studies designed to delineate the development of representational conceptions and the discovery of modeling techniques. The first study focused on early phases that mark transition from a nonrepresentational attitude of sensory-motor actions to the emergence of representational conceptions and the evolution of effective "models." It provides insights into the mental processes that undergird the child's modeling. The second study provides a more detailed exposition of the role of models and task effects, with a special emphasis on the variables that affect the three-dimensional treatment of diverse objects. (PsycINFO Database Record (c) 2016 APA, all rights reserved)