Abstract
This paper brings a Vygotskian socio-cultural framework to young children's drawing processes. Using examples of children drawing in a year one classroom I will examine the dialogic engagement with drawing. Drawing dialogues allowed these children to move from spontaneous concepts to more scientific concepts and played an important role in promoting higher mental functions. I will suggest that when drawing is used in a collaborative and communicative manner it becomes a powerful meaning-making tool.
| Original language | English |
|---|---|
| Journal | International Art in Early Childhood Research Journal |
| Volume | 1 |
| Issue number | 1 |
| Publication status | Published - 2009 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- Early Childhood Education (excl Maori)
- Creative Arts, Media and Communication Curriculum and Pedagogy
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