Making meaning: children’s perspectives expressed through drawings

Einarsdóttir, Jóhanna; Dockett, Sue; Perry, Bob

doi:10.1080/03004430802666999

Cited by 356 publications

(282 citation statements)

References 33 publications

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“…However, lately, drawing has been recognized as a form of narration and knowledge construction. (Einarsdottir, Dockett & Perry, 2009). From this perspective, drawing is understood to be an enjoyable form of action, which provides children with opportunities to think, remember, gain ideas, observe and record (Horn & Giacobbe, 2007;Wright, 2010).…”

Section: Children's Drawings As Research Datamentioning

confidence: 99%

“…Children may, for example, include the characters of their favorite games and TV shows in the drawings they produce in preschool (Ylönen, 2012). Also, the context in which the drawings are made and the audience to whom they will be shown are meaningful for the children's drawing experience (Burkitt, Watling & Murray, 2011;Einarsdottir et al, 2009). Drawings produced at an institutional education thus differ from the ones produced at home and drawings with instructions differ from children's spontaneous drawings.…”

Section: Children's Drawings As Research Datamentioning

confidence: 99%

“…When the drawing is ready, a conversation facilitated by an interview guide is carried out and recorded. This study has applied the aforementioned method with the exception that no recordings were made, but children's comments were written down on the drawings (see Einarsdottir et al, 2009). Drawings and interviews were introduced as a common preschool task and the data collection was conducted by the teachers, whilst I was absent.…”

Section: Data Collectionmentioning

confidence: 99%

“…Children's drawings don't take place in a cultural "vacuum" and the context in which the drawings are made and the instructions children are given have an impact on what they will draw (see Burkitt et al, 2011;Einarsdottir et al, 2009). Thus, not surprisingly, the most often drawn and mentioned devices were the ones used as prompts in the directive: computer (found in 73 drawings), tablet (50), camera (48) and smartphone (17) (see Table 2).…”

Section: Cultural and Contextual Reflectionsmentioning

confidence: 99%

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Fun and games - Finnish children’s ideas for the use of digital media in preschool

Mertala¹

2016

NJDL

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This study has used drawings from and interviews with 5-6 year-old Finnish children (N=103) to explore their ideas for the use of digital media in preschool. The main findings, based on data driven analysis, were the following: Playing commercial digital games was the most popular activity followed by media production, mainly photographing. Computers, tablets and cameras were the most popular devices. Digital media was understood to be more about leisure than learning. Pedagogical implementations are discussed.

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Section: Children's Drawings As Research Datamentioning

confidence: 99%

Section: Children's Drawings As Research Datamentioning

confidence: 99%

Section: Data Collectionmentioning

confidence: 99%

Section: Cultural and Contextual Reflectionsmentioning

confidence: 99%

See 2 more Smart Citations

Fun and games - Finnish children’s ideas for the use of digital media in preschool

Mertala¹

2016

NJDL

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“…The focus is on understanding the more complex purposes that drawing fulfils for young children, as an intrinsically valuable form of abstraction and communication, as a social practice, and as a symbolic means of bridging home and school contexts (Hall, 2010a;Einarsdottir et al, 2009). Anning and Ring (2004) are similar to play scripts because they become children's intentional representations of thought and activity, in which they interpret roles, identities, and feelings.…”

Section: 1mentioning

confidence: 99%

Drawings as spaces for intellectual play

Wood

Hall

2011

International Journal of Early Years Education

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The aims of this paper are to explore the links between drawing and playing and to conceptualise drawings as spaces for intellectual play. The empirical research that supports this position (Hall, 2010a) is based on an interpretivist study involving 14 children age 4-6 in a primary school in England. Over a one year period, 882 drawings were collected from home and school contexts, with commentaries and interpretations given by the children, their parents and class teacher. Expanding on the main findings, three themes were identified that link play and drawing: playing at drawing, playing in drawings, and playing with drawings. The study builds on contemporary interpretations of socio-cultural theories in which drawings are theorised as intellectual play (Moyles, 1989) and as authoring spaces for children's identities (Edmiston, 2008). By playing at, in and with their drawings children reveal the complex imaginative and meditational processes that underpin their playful transformations of their social and cultural worlds, in which concepts of power, agency and identity are embedded (Hall, 2010b; Hall and Wood, forthcoming). The findings propose that play and drawing should be seen as mutually constitutive socio-cultural practices of young children, and as private and public spaces for imaginative and intellectual play. This theoretical position also contests narrow policy versions of play and drawing as servants to socially valued developmental and educational goals.

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Conceptualising quality early childhood education: Learning from young children in Brazil and South Africa through creative and play‐based methods

Wright,

Rizzini,

Gwele

et al. 2023

British Educational Res J

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Early childhood has increasingly been acknowledged as a vital time for all children. Inclusive and quality education is part of the United Nations Sustainable Development Goals, with the further specification that all children have access to quality pre‐primary education. As early childhood education (ECE) has expanded worldwide, so have concerns about the quality of ECE provision, including whether its pedagogy is culturally meaningful and contextually appropriate. While these issues are much debated in themselves, often missing is a key stakeholder group for such discussions: young children. Young children have critical insights and perspectives of key importance for ensuring quality ECE. This article addresses how quality ECE can be conceptualised, through reflections on creative and play‐based methods with young children, used in a cross‐national project titled Safe Inclusive Participative Pedagogy. The article draws on community case studies undertake by two of the country teams in Brazil and South Africa. In contexts where children's participation is not necessarily familiar in ECE settings nor understood by key stakeholders, the fieldwork shows that children can express their views and experiences through using creative and play‐based methods. We argue that these methods can become part of a critical pedagogy through ECE settings, where ECE practitioners, children and other key stakeholders engage in ongoing, challenging and transformative dialogue. In turn, critical pedagogy has the potential to strengthen local practices, challenge top‐down approach, and foster quality safe, inclusive, participative early years education.

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Making meaning: children’s perspectives expressed through drawings

Cited by 356 publications

References 33 publications

Fun and games - Finnish children’s ideas for the use of digital media in preschool

Fun and games - Finnish children’s ideas for the use of digital media in preschool

Drawings as spaces for intellectual play

Conceptualising quality early childhood education: Learning from young children in Brazil and South Africa through creative and play‐based methods

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