Searching for Deeper Meaning in Children's Drawings

Soundy, Cathleen S.

doi:10.1080/00094056.2012.643718

Cited by 14 publications

(6 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Eisner (2002) identifies this as a 'physiognomic quality' of drawings, which enables not only the expression of feeling and emotion, but also the ability to evoke these sensations. Therefore, the children disclosed their feelings and attitudes about writing through their facial expressions and the positioning of their bodies in their drawings (Soundy, 2012).…”

Section: The Writermentioning

confidence: 99%

Understanding children’s perspectives of classroom writing practices through drawings

Baroutsis

Kervin

Woods

et al. 2017

Contemporary Issues in Early Childhood

View full text Add to dashboard Cite

Examining how young children learn to write is increasingly important as global society moves further towards a knowledge economy, where the production of texts of various kinds is an increasingly ubiquitous practice in everyday life and work. While there has been recent policy and practice focus on children’s writing performance in standardised tests, in this article, the authors focus on what can be learned by listening to children’s voices as they are engaged in ‘draw and talk’ methodologies. While children’s drawings have a material reality, they are also representations of children’s perceptions of their experiences with learning to write. In this article, the authors explore the processes, practices and relationships involved in learning to write, depicted in children’s drawings when they are asked to draw themselves learning to write. The authors identify representations of writing, evident in the children’s drawings focusing the relational, the material and the spatial elements of writing.

show abstract

Section: The Writermentioning

confidence: 99%

Understanding children’s perspectives of classroom writing practices through drawings

Baroutsis

Kervin

Woods

et al. 2017

Contemporary Issues in Early Childhood

View full text Add to dashboard Cite

show abstract

“…The ambiguity and complexity involved in analysing children's drawings might explain why they are used mainly for artistic expression (not for interpretation or as a cognitive meaning-making tool) or to support writing (emergent literacy) in schools. Most teachers feel out of their depth (Soundy 2012).…”

Section: Visual Research Methods and Voicementioning

confidence: 99%

Drawings as imaginative expressions of philosophical ideas in a Grade 2 South African literacy classroom

Murris

Thompson²

2016

Read. writ.

View full text Add to dashboard Cite

This article reports on a philosophy for children (P4C) literacy project in a South African foundation phase classroom that introduces an important new focus in the P4C classroom: the visualisation of philosophical ideas provoked by the picture book The Big Ugly Monster and the Little Stone Rabbit (2004) by Chris Wormell, giving voice to young children’s own imaginative ideas and beliefs (in this case about death). This research shows how a particular use of the community of philosophical enquiry pedagogy combined with the making of drawings necessitates a rethinking of what ‘voice’ means. We conclude that the children’s drawings bring something new into existence, thereby offering unique material and discursive opportunities for all children, including those who otherwise might not have expressed their ideas.Keywords: Comprehension; emergent literacy; visual research; community of enquiry; philosophy with children; picturebooks; death; voice; inclusion; participation

show abstract

“…Hasil survey tersebut masih sejalan dengan penelitian sebelumnya, dimana anakanak menggunakan gambar untuk mengekspresikan, mengartikulasikan emosi, dan mencapai tingkatan berpikir tingkat tinggi (Brooks, 2009;Lomax, 2012;Matthews & Jahanian, 1999), sekaligus sebagai sarana interaksi, berhubungan, dan penyajian berisi ideide konkret maupun abstrak untuk memperlihatkan perkembangan pemikiran anak (Soundy, 2012). Sementara itu, kegiatan mewarnai menjadi sarana imajinasi bagi anak, alat pengenalan perbedaan warna, sarana pelatihan motorik halus dengan mengkoordinasikan antara tangan dan mata (Hijriyani & Astuti, 2020), memusatkan konsentrasi, dan melatih kemampuan penyusunan target bagi anak (Pratiwi et al, 2018;Utami, 2019).…”

Section: Hasil Dan Pembahasanunclassified

Peran Orang Tua dalam Pemanfaatan Teknologi Digital pada Anak Usia Dini

Asmawati

2021

View full text Add to dashboard Cite

Pandemi COVID-19 menghadirkan tantangan bagi pelaksanaan pembelajaran PAUD sehingga orang tua berperan penting dalam pemanfaatan teknologi digital. Tujuan penelitian ini yaitu untuk mengetahui pengaruh pemanfaatan teknologi digital terhadap peran orang tua pada anak usia dini. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei. Jumlah sampel sebanyak 277 responden (Orang tua). Penelitian ini dilaksanakan di Provinsi Banten, Indonesia. Angket digunakan untuk mengumpulkan data penelitian yang disusun berdasarkan skala Likert. Angket divalidasi oleh tiga ahli dengan tiga cara, yakni validitas isi, konstruk, dan empiris. Analisis data melalui penggunaan SEM (Structural Equation Model) dengan software SmartPLS versi 3.0. Temuan penelitian menunjukkan bahwa terdapat pengaruh teknologi digital terhadap peran orang tua dalam memanfaatkan gadget secara signifikan. Hasil penelitian ini dapat dijadikan petunjuk bagi orang tua dalam memanfaatkan teknologi sehingga orang tua dapat memaksimalkan perannya dengan segala perkembangan yang terjadi.

show abstract

Searching for Deeper Meaning in Children's Drawings

Cited by 14 publications

References 8 publications

Understanding children’s perspectives of classroom writing practices through drawings

Understanding children’s perspectives of classroom writing practices through drawings

Drawings as imaginative expressions of philosophical ideas in a Grade 2 South African literacy classroom

Peran Orang Tua dalam Pemanfaatan Teknologi Digital pada Anak Usia Dini

Contact Info

Product

Resources

About