Drawing to Learn

Margaret Brooks

doi:10.1007/978-0-387-87539-2

Drawing to Learn

Margaret Brooks

Early Childhood Education

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Research

Abstract

This chapter will demonstrate how a specific Vygotskian socio-cultural framework can assist teachers in their understanding and support of young children's drawing processes. Using examples of children drawing in a kindergarten and year one classroom, I will explore the notion that in drawing there is evidence of a relationship between thought and drawing that becomes visible through the study of meaning-making processes. Drawing supports the movement from simple spontaneous concepts to more complex concepts and plays an important role in promoting higher mental functions. When drawing is used in a collaborative and communicative manner it becomes a powerful meaning-making tool. When drawing is recognized as a meaning making process, supporting drawing then he comes central to the teaching and learning of young children.

Original language	English
Title of host publication	Making Meaning: Constructing Multimodal Perspectives of Language, Literacy, and Learning Through Arts-Based Early Childhood Education
Editors	Marilyn Narey
Place of Publication	New York, United States of America
Publisher	Springer
Pages	9-29
Edition	1
ISBN (Print)	9780387875378
DOIs	https://doi.org/10.1007/978-0-387-87539-2
Publication status	Published - 2009

Publication series

Name	Educating the young child
Number	2

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

Early Childhood Education (excl Maori)

Access to Document

10.1007/978-0-387-87539-2

https://hdl.handle.net/1959.11/3622

Handle.net

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Cite this

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title = "Drawing to Learn",

abstract = "This chapter will demonstrate how a specific Vygotskian socio-cultural framework can assist teachers in their understanding and support of young children's drawing processes. Using examples of children drawing in a kindergarten and year one classroom, I will explore the notion that in drawing there is evidence of a relationship between thought and drawing that becomes visible through the study of meaning-making processes. Drawing supports the movement from simple spontaneous concepts to more complex concepts and plays an important role in promoting higher mental functions. When drawing is used in a collaborative and communicative manner it becomes a powerful meaning-making tool. When drawing is recognized as a meaning making process, supporting drawing then he comes central to the teaching and learning of young children.",

keywords = "Early Childhood Education (excl Maori)",

author = "Margaret Brooks",

note = "This chapter has been republished in Narey, M. J. (Ed.) (2017). <em>Multimodal Perspectives of Language, Literacy, and Learning in Early Childhood: The Creative and Critical {"}Art{"} of Making Meaning</em>. Springer, p. 25-44.",

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doi = "10.1007/978-0-387-87539-2",

language = "English",

isbn = "9780387875378",

series = "Educating the young child",

publisher = "Springer",

number = "2",

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editor = "Marilyn Narey",

booktitle = "Making Meaning: Constructing Multimodal Perspectives of Language, Literacy, and Learning Through Arts-Based Early Childhood Education",

edition = "1",

}

Drawing to Learn. / Brooks, Margaret.
Making Meaning: Constructing Multimodal Perspectives of Language, Literacy, and Learning Through Arts-Based Early Childhood Education. ed. / Marilyn Narey. 1. ed. New York, United States of America: Springer, 2009. p. 9-29 (Educating the young child; No. 2).

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Research

TY - CHAP

T1 - Drawing to Learn

AU - Brooks, Margaret

N1 - This chapter has been republished in Narey, M. J. (Ed.) (2017). <em>Multimodal Perspectives of Language, Literacy, and Learning in Early Childhood: The Creative and Critical "Art" of Making Meaning</em>. Springer, p. 25-44.

PY - 2009

Y1 - 2009

N2 - This chapter will demonstrate how a specific Vygotskian socio-cultural framework can assist teachers in their understanding and support of young children's drawing processes. Using examples of children drawing in a kindergarten and year one classroom, I will explore the notion that in drawing there is evidence of a relationship between thought and drawing that becomes visible through the study of meaning-making processes. Drawing supports the movement from simple spontaneous concepts to more complex concepts and plays an important role in promoting higher mental functions. When drawing is used in a collaborative and communicative manner it becomes a powerful meaning-making tool. When drawing is recognized as a meaning making process, supporting drawing then he comes central to the teaching and learning of young children.

AB - This chapter will demonstrate how a specific Vygotskian socio-cultural framework can assist teachers in their understanding and support of young children's drawing processes. Using examples of children drawing in a kindergarten and year one classroom, I will explore the notion that in drawing there is evidence of a relationship between thought and drawing that becomes visible through the study of meaning-making processes. Drawing supports the movement from simple spontaneous concepts to more complex concepts and plays an important role in promoting higher mental functions. When drawing is used in a collaborative and communicative manner it becomes a powerful meaning-making tool. When drawing is recognized as a meaning making process, supporting drawing then he comes central to the teaching and learning of young children.

KW - Early Childhood Education (excl Maori)

UR - http://trove.nla.gov.au/work/35182995?selectedversion=NBD43803370

UR - http://books.google.com.au/books?id=wg1VDizofV8C&lpg=PR1&pg=PA8

U2 - 10.1007/978-0-387-87539-2

DO - 10.1007/978-0-387-87539-2

M3 - Chapter

SN - 9780387875378

T3 - Educating the young child

SP - 9

EP - 29

BT - Making Meaning: Constructing Multimodal Perspectives of Language, Literacy, and Learning Through Arts-Based Early Childhood Education

A2 - Narey, Marilyn

PB - Springer

CY - New York, United States of America

ER -

Drawing to Learn

Abstract

Publication series

UN SDGs

Keywords

Access to Document

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