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This chapter has been republished in Narey, M. J. (Ed.) (2017). Multimodal Perspectives of Language, Literacy, and Learning in Early Childhood: The Creative and Critical "Art" of Making Meaning. Springer, p. 25-44. |
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New York, United States of America |
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Educating the young child |
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10.1007/978-0-387-87539-2 |
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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. |
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Making Meaning: Constructing Multimodal Perspectives of Language, Literacy, and Learning Through Arts-Based Early Childhood Education, p. 9-29 |
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