Drawing to Learn

Abstract

This chapter will demonstrate how a specific Vygotskian socio-cultural framework can assist teachers in their understanding and support of young children's drawing processes. Using examples of children drawing in a kindergarten and year one classroom, I will explore the notion that in drawing there is evidence of a relationship between thought and drawing that becomes visible through the study of meaning-making processes. Drawing supports the movement from simple spontaneous concepts to more complex concepts and plays an important role in promoting higher mental functions. When drawing is used in a collaborative and communicative manner it becomes a powerful meaning-making tool. When drawing is recognized as a meaning making process, supporting drawing then he comes central to the teaching and learning of young children.