‘I drew a flower!’ Improving young children’s observational accuracy through inquiry-based drawing

This preliminary randomised controlled trial study examined whether a structured drawing intervention, supported by inquiry-based teacher scaffolding, enhances observational accuracy in kindergarten children. Twenty-five K2 children were randomly assigned to an intervention group receiving the inquiry-based drawing intervention or a control group engaging in routine drawing activities. Observational accuracy was assessed via a validated drawing rubric at pre-test, post-test, and a six-month delayed post-test. A planned contrast comparing baseline to the average of post-intervention scores indicated significantly greater overall improvement for the intervention group relative to the control group. Findings provide preliminary empirical evidence that drawing, when coupled with inquiry-based scaffolding, is a promising approach for fostering the foundational scientific skill of observational accuracy in kindergarten settings. Implications, limitations, and future research are discussed.