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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/3622
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dc.contributor.authorBrooks, Margareten
local.source.editorEditor(s): Marilyn Nareyen
dc.date.accessioned2009-12-04T10:23:00Z-
dc.date.issued2009-
dc.identifier.citationMaking Meaning: Constructing Multimodal Perspectives of Language, Literacy, and Learning Through Arts-Based Early Childhood Education, p. 9-29en
dc.identifier.isbn9780387875378en
dc.identifier.urihttps://hdl.handle.net/1959.11/3622-
dc.descriptionThis chapter has been republished in Narey, M. J. (Ed.) (2017). <em>Multimodal Perspectives of Language, Literacy, and Learning in Early Childhood: The Creative and Critical "Art" of Making Meaning</em>. Springer, p. 25-44.en
dc.description.abstractThis 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.en
dc.languageenen
dc.publisherSpringeren
dc.relation.ispartofMaking Meaning: Constructing Multimodal Perspectives of Language, Literacy, and Learning Through Arts-Based Early Childhood Educationen
dc.relation.ispartofseriesEducating the young childen
dc.relation.isversionof1en
dc.titleDrawing to Learnen
dc.typeBook Chapteren
dc.identifier.doi10.1007/978-0-387-87539-2en
dc.subject.keywordsEarly Childhood Education (excl Maori)en
local.contributor.firstnameMargareten
local.subject.for2008130102 Early Childhood Education (excl Maori)en
local.subject.seo2008930103 Learner Developmenten
local.identifier.epublicationsvtls086414855en
local.profile.schoolSchool of Educationen
local.profile.emailmbrooks3@une.edu.auen
local.output.categoryB1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20090722-130345en
local.publisher.placeNew York, United States of Americaen
local.identifier.totalchapters12en
local.format.startpage9en
local.format.endpage29en
local.series.number2en
local.contributor.lastnameBrooksen
dc.identifier.staffune-id:mbrooks3en
local.profile.roleauthoren
local.identifier.unepublicationidune:3712en
dc.identifier.academiclevelAcademicen
local.title.maintitleDrawing to Learnen
local.output.categorydescriptionB1 Chapter in a Scholarly Booken
local.relation.urlhttp://trove.nla.gov.au/work/35182995?selectedversion=NBD43803370en
local.relation.urlhttp://books.google.com.au/books?id=wg1VDizofV8C&lpg=PR1&pg=PA8en
local.search.authorBrooks, Margareten
local.uneassociationUnknownen
local.atsiresearchNoen
local.sensitive.culturalNoen
local.year.published2009-
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School of Education
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