The author investigated the correlations among children's achievement, in terms of test scores, of the two languages (Chinese and English), and the Mathematics versus those scores given to the Art and Craft (or Art and Design) subject offered to primary and lower secondary classes in Hong Kong. A drawing project was also administered by the author, together with the art teachers, to a class of P2, P3, P5, and S1 students. Statistical analyses were run to look for any correlations which existed among these essential skills which stimulated students' creative and mental growth.

This paper reports the findings of a project pursued to examine the social-cultural influences which emerged from the spatial representation in drawings of children from Hong Kong and Japan. The authors also investigated how and why social-cultural factors influenced children's cognitive and affective developments in spatial judgement. The project has two components: a six-year study in Japan (since 1992) and a two-year study in Hong Kong and China (since 1996). The authors report that the studies have shown that certain spatial characteristics in drawing frequently appear in Japanese and Chinese children and are accounted for by their cultural and environmental context.