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Graphic image-making and making graphic configurations of symbols of written language, as well as symbols of graphic language, engage visuo-motor skills and visual perceptual processes that are generic to both symbol systems. Formal teaching of writing and speaking is more likely to be provided in the curriculum for young children than formal teaching of graphic imagery skills. Providing programs for children that train graphic skills involving visual perceptual processes and promote verbalisation about graphic images may foster interrelationships between language and graphic skills that have the potential to promote cognitive development in young children. The results of this study indicate a mis-match between what teachers perceive as improvement and what is shown as improvement from the quasi-experimental design used in this study. The methodology of this study has provided a useful example of research that incorporates both a quasi-experimental research design in an educational setting together with qualitative post-hoc data gathering methods to critically review findings.

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