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Drawings as a Method of Program Evaluation and Communication with School-Age Children

Volume

34

Issue

6

Abstract

This paper presents a projective drawing activity developed to incorporate children's perceptions into program evaluation. The activity is being used as part of a five-year, multi-modal evaluation of a school-age child care program that includes qualitative and quantitative components. This school-age educational program targets low income at-risk children and their families to prevent early school drop-out and sexual activity, violent behavior, and drug and alcohol abuse. The curriculum focuses on promoting school involvement, and enhancing conflict resolution, self-responsibility and communication skills. Implications of the drawing activity for Extension specialists are discussed.

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