Young children talking and drawing

Coates, Elizabeth; Coates, Andrew

doi:10.1080/09669760600879961

Cited by 127 publications

(103 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Within this approach, the main focus has been on quantitative analysis of the content and structure of children's oral or written stories. The emphasis has been on children's verbal narratives, although many kinds of texts can be viewed narratively, such as children's play sequences, drawings and other visual materials (see Ahn & Filipenko, 2007;Coates & Coates, 2006;Riessman, 2008;Viljamaa, 2010). Researchers have been interested in a restricted corpus of children's narratives -those fitting with the ideal prototypical model of a good story.…”

Section: Discussionmentioning

confidence: 99%

Does Santa exist? Children’s everyday narratives as dynamic meeting places in a day care centre context

Puroila

Estola

Syrjälä

2012

Early Child Development and Care

View full text Add to dashboard Cite

The article attempts to answer the question: What is the nature of children's everyday narratives in a day care centre context? The theoretical framework of this study is based on a narrative approach. The research material was gathered through applying the methodology of narrative ethnography. The article is based on observational material collected from three groups of children within day care centres over the course of one year. The material was analysed through dialogic analysis of narratives. For the purpose of the article, one narrative is used as an evocative anecdote to illustrate research findings revealing the emerging nature of children's narratives characterised by fragmentariness, multimodality, collaboration and a complex relationship between narrative and context. The article challenges the predominant formalist discourse on children's narratives, and suggests utilising the pedagogical potential of young children's narratives in the day care centre context.

show abstract

Section: Discussionmentioning

confidence: 99%

Does Santa exist? Children’s everyday narratives as dynamic meeting places in a day care centre context

Puroila

Estola

Syrjälä

2012

Early Child Development and Care

View full text Add to dashboard Cite

show abstract

“…Coates & Coates, 2006;Goodnow, 1977), being one example of unconventional writing practice that contributes to emergent literacy development (e.g. Sulzby & Teale, 1991).…”

Section: Introductionmentioning

confidence: 99%

The role of iPads in pre-school children's mark making development

Price¹,

Jewitt²,

Crescenzi³

2015

Computers & Education

100

View full text Add to dashboard Cite

a b s t r a c tThe increased acquisition of touch-screen technologies, such as tablet computers, in both homes and schools raises important questions about their role for very young children's learning and development. Their inherent touch-based interaction offers new opportunities for mark making practices, which are linked to literacy development, through the emergent process of using marks as symbolic representation. This paper reports a comparative study of touch-based interaction using a tablet computer versus traditional physical paint and paper. Children aged 2e3 years engaged in a free finger painting activity and colouring in activity in both paper and digital environments. Video data of their interactions was used to develop a coding scheme for analyzing touch-based interaction, providing insight into how the use of fingers and hands differed in each environment, the different types and qualities of touch that were engendered, and the composition of the final paintings produced. Findings show that while the tablet computer limited the number of fingers used for interaction, its material affordances supported speed and continuity, which led to more mark making, and different 'scales' of mark making extending the range of mark making practices. At the same time it limited the sensory experience of physical paint and resulted in more uniform final compositions. The findings are discussed in terms of shaping young children's mark making, the implications of the use of touch screen technologies in literacy development for educational practitioners and technology design, and key future research directions.

show abstract

“…A study of children in England talking and drawing emphasised that teachers often found 246 C. Nutbrown it difficult for to see children's drawings through anything other than 'adult eyes' (222). Coates (2002) and Coates and Coates (2006) argue that if teachers listen, much can be learned from children while they draw about their interests, enthusiasms and capabilities. They stress the importance of listening to what children say while they draw as well as about the finished product and on the important role of the adult in valuing children's talk as part of their imaginative, creative and conceptual development.…”

Section: Research Papers In Education 245mentioning

confidence: 99%

Conceptualising arts-based learning in the early years

Nutbrown

2013

Research Papers in Education

View full text Add to dashboard Cite

Young children talking and drawing

Cited by 127 publications

References 4 publications

Does Santa exist? Children’s everyday narratives as dynamic meeting places in a day care centre context

Does Santa exist? Children’s everyday narratives as dynamic meeting places in a day care centre context

The role of iPads in pre-school children's mark making development

Conceptualising arts-based learning in the early years

Contact Info

Product

Resources

About