Uncovering Literacy Narratives through Children's Drawings

Kendrick, Maureen; McKay, Roberta

doi:10.2307/1602187

Cited by 41 publications

(17 citation statements)

References 18 publications

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“…Although drawing upon a sociocultural approach to literacy, children's non-verbal semiotic tools, in particular drawings, have been regarded as useful resources for understanding children's meaning-making processes (Dyson 1993;Kendrick and McKay 2002;Kress 1997;McKay and Kendrick 2001a, b;Sulzby and Teale 1996), the Vygotskian approach to the socially shared, intersubjective communication processes is still not fully understood. Vygotsky's dialectical integration of thought and speech represents how the joint, shared and reciprocal experience with significant others in a particular sociocultural context leads to the transformation of basic or biologically determined perceptual, attentional and memory capacities into a function of active selection and of active and intellectual recollection.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Play, drawing and writing: a case study of Korean–Canadian young children

Kim

2011

European Early Childhood Education Research Journal

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From a sociocultural approach to literacy, young children, including culturally and linguistically diverse (CLD) children, can be viewed as active meaning-makers through participation in everyday literacy practices. This theoretical emphasis on the importance of the social context requires teachers and caregivers not only to improve and co-create learning environments but also to consider how to make sense of children's drawings and other non-verbal modes embedded in literacy practices. Drawing on a Vygotskian perspective, this study explores how young children use drawings and other semiotic tools as important mediators through which they represent their experience, feeling and knowledge in terms of the process of meaning-making. Within a qualitative research framework, this study uses data collected during the lesson theme of 'circle' to understand how young culturally and linguistically diverse (CLD) learners' drawings serve as a psychological tool for understanding and representing important aspects of their own experiences in terms of social, cognitive, and affective aspects. Implications of this study are discussed.RÉSUMÉ: A partir d'une approche socioculturelle de la littéracie, les jeunes enfants, incluant les enfants divers, culturellement et linguistiquement (CLD), peuvent être considérés comme des constructeurs actifs de signification grâce à la participation aux pratiques de littéracie quotidiennes. Cette insistance théorique sur l'importance du contexte social demande des enseignants et des éducateurs non seulement d'améliorer et co-créer des environnements d'apprentissage, mais encore de chercher à donner du sens aux dessins et autres modalités non-verbales présentes dans les pratiques de littéracie. Prenant appui sur une perspective vygotskienne, cette étude explore la façon dont les jeune enfants utilisent des dessins et d'autres outils sémiotiques comme médiateurs importants par lesquels ils représentent leur expérience, sentiments et connaissances, en termes de processus de construction de signification. Cette étude qualitative utilise des données recueillies pendant une leçon sur le thème du « cercle » pour comprendre comment les dessins des jeunes enfants (CLD) constituent un outil psychologique pour comprendre et représenter d'importants aspects de leurs propres expériences, sociaux, cognitifs et affectifs. Des implications de cette étude sont discutées.ZUSAMMENFASSUNG: Aus soziokultureller Sicht kann die Lese-und Schreibkompetenz von Kindern, einschließlich Kindern mit diversen kulturellen und sprachlichen Hintergründen (CLD), als Prozess der aktiven Sinn-Herstellung durch die Teilnahme an alltäglichen Lese-und Schreibübungen betrachtet werden. Dieser theoretische Schwerpunkt auf die Bedeutung des sozialen Kontextes fordert von Lehrern und Betreuern nicht nur die Verbesserung und gemeinsame Erschaffung von Lernumgebungen, sondern auch die Berücksichtigung, wie die Sinn-Herstellung kindlicher Zeichnungen und anderen Formen der nonverbalen Kommunikation in die Übungen der Lese-und Schreibkompe...

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Section: Conclusion and Discussionmentioning

confidence: 99%

Play, drawing and writing: a case study of Korean–Canadian young children

Kim

2011

European Early Childhood Education Research Journal

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“…Amidst the wide literature on using drawing as an alternative way to investigate children's knowledge which include Weber and Mitchell's (1995) study of preservice teachers'conceptualizations of teachers; Peterson's (1997) research on children's knowledge of science; Piscitelli and Anderson's (2001) explorations of children's perceptions of museums; Kendrick and McKay(2002)'s study on interpretation of school's policy on violence; Wetton and McWhirter's (1998) work on children's perceptions of health and safety concepts; Trivette et al (2013)'s study on young children's development of pre-emergent and conventional writing abilities;only two researches have been done to understand childrens' perception of literary experiences through their drawings. Examples include Chapman, Greenfield, and Rinaldi's (2010) analysis of multi-leveled system of instructional delivery through drawings and Kendrick and McKay(2003)'s research on using young children's drawings about reading and writing as an innovative way of investigating their perceptions and understandings of literacy across the broad contexts of their lives.…”

Section: Children's Drawing: Theories Of Developmentmentioning

confidence: 99%

Primary School Childrens’ Constructions of Literacy Through Drawings

Negi

2015

Psychol Stud

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Young children often use combinations of drawing and writing as a way to depict internal representations of all experiences. The images of literacy depicted by children in their drawings provide insights into their personal experiences of literacy,that is, what sense they have made of the complex world of literacy in the context of school,home and community. This study illustrates the use of primary school childrens' drawings about reading and writing as an alternative way of analyzing their literacy experiences across the broad contexts of their lives.

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“…Vygotsky (2012) argued that the transmission and acquisition of cultural knowledge such as literacy takes place on an interpersonal level between individuals before it is internalised on an intrapersonal level within the individual self (Kendrick & McKay, 2002). Miller, Mintz, Hoogstra, Fung and Pots (1992: 46) agree with Vygotsky as they state the importance of language learning which beyond the sentence level, is the means of self-understanding.…”

Section: Identity and Language Learningmentioning

confidence: 99%

Uncovering young children's emerging identities related to their literacy experiences: Suggestions to strengthen language education

Moen

Joubert

2015

PLING

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The study explored how young children's identities emerged from their drawings and accounts of their favourite stories as we argue the importance of understanding children in the context of school and language education. Sixty-six (n=66) children of two urban schools in Pretoria, South Africa were asked to write about and draw their favourite story. The participants were between the ages of six and seven years. Vygotsky's socio-cultural theory and Chen's theory of the construction of identity in a social context were used as conceptual framework. This conceptual framework could be linked to the findings which suggested that the children related their drawings and versions of their favourite stories to their interpretations of their life worlds. The prominent themes from the data could be associated with the self, the family, familiar objects and known animals. Their literacy experiences and the socio-cultural influences on the children's construction of their identities were apparent in their work. We argue that teachers need to better understand how children understand themselves in relation to the world around them when making decisions about effective language education.

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Uncovering Literacy Narratives through Children's Drawings

Cited by 41 publications

References 18 publications

Play, drawing and writing: a case study of Korean–Canadian young children

Play, drawing and writing: a case study of Korean–Canadian young children

Primary School Childrens’ Constructions of Literacy Through Drawings

Uncovering young children's emerging identities related to their literacy experiences: Suggestions to strengthen language education

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