Please use this identifier to cite or link to this item:
Title: Drawing: The social construction of knowledge
Contributor(s): Brooks, M (author)
Publication Date: 2004
Handle Link:
Abstract: Despite a growing interest in children's drawing, there are few meaningful frameworks for examining what it is that children are doing when they draw. In this paper particular aspects of Vygotsky's sociocultural theories are re-examined in relation to young children's drawing processes. Using one kindergarten child's drawings of the growth and development of a Painted Lady butterfly as an example, I show how drawing in a social context mediates new knowledge and understanding. Drawing processes that encourage children to talk about, share, revise, revisit and re-contextualise their drawings extend young children's thinking as well their awareness of different possibilities for representation. I make recommendations for the use of drawing as a powerful meaning-making tool for young children.
Publication Type: Journal Article
Source of Publication: Australian Journal of Early Childhood, 29(2), p. 41-49
Publisher: Early Childhood Australia Inc
Place of Publication: Canberra, Australia
ISSN: 0312-5033
Field of Research (FOR): 130313 Teacher Education and Professional Development of Educators
HERDC Category Description: C3 Non-Refereed Article in a Professional Journal
Statistics to Oct 2018: Visitors: 125
Views: 132
Downloads: 0
Appears in Collections:Journal Article
School of Education

Files in This Item:
2 files
File Description SizeFormat 
Show full item record

Page view(s)

checked on Mar 5, 2019
Google Media

Google ScholarTM




Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.