The purpose of this study was to investigate how children ages three to five years use drawing as a part of communication in their classrooms, how children interact with peers and teachers while drawing and what type of learning happens as a result, and what teachers' and children's perspectives are about drawing as a part of learning and communication. The research took a case study approach, involving interviews of 4 teachers about their experiences and observations of drawing in their classroom, along with observations and questioning of children ages 3 to 5 during their typical drawing activities. It was hypothesized that children would be found to influence each other's drawings both physically and verbally, and that teachers would report both positive and negative experiences with drawing. Results showed that children's drawings were linked to their narratives, communication, thinking, and learning. Drawing proved to be present in both curricula and naturally emerging classroom activity. Teachers reported gaining a better understanding of children through their drawings, and also named additional potential benefits of drawing as an educational activity. Teachers' memories of their own childhood experiences with drawing included discouragement that continued into adulthood. The final discussion provides implications for how teachers can successfully use drawing as a communication and learning tool when working with young children.
|Commitee:||Greer, Sandra C., Shimpi, Priya M.|
|Department:||School of Education|
|School Location:||United States -- California|
|Source:||MAI 50/06M, Masters Abstracts International|
|Subjects:||Art education, Communication, Early childhood education|
|Keywords:||Drawing, Narratives, Pre-literacy|
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