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|Title:||Drawing as a Unique Mental Development Tool for Young Children: interpersonal and intrapersonal dialogues||Contributor(s):||Brooks, M (author)||Publication Date:||2005||DOI:||10.2304/ciec.2005.6.1.11||Handle Link:||https://hdl.handle.net/1959.11/398||Abstract:||Using examples from children drawing in a year one classroom, this article examines firstly, how drawing operates as a unique mental tool, and secondly, the role of drawing in the construction and development of knowledge. Young children utilize prior knowledge and experience to negotiate and construct meaning through their interactions with people and artifacts in the learning community. Using a Vygotskian, social constructionist framework, a detailed analysis of interpersonal drawing dialogues is extended to include children's intrapersonal dialogic engagement with their drawing. When these children were encouraged to revisit, revise and dialogue through and with their drawing, they were able to explore and represent increasingly complex ideas.||Publication Type:||Journal Article||Source of Publication:||Contemporary Issues in Early Childhood, 6(1), p. 80-91||Publisher:||Symposium Journals: a division of wwwords Ltd||Place of Publication:||Oxford, UK||ISSN:||1463-9491||Field of Research (FOR):||130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)||Peer Reviewed:||Yes||HERDC Category Description:||C1 Refereed Article in a Scholarly Journal||Statistics to Oct 2018:||Visitors: 90
|Appears in Collections:||Journal Article|
School of Education
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