Abstract
This chapter will demonstrate how a specific Vygotskian sociocultural 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 becomes central to the teaching and learning of young children.
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Brooks, M.L. (2017). Drawing to Learn. In: Narey, M. (eds) Multimodal Perspectives of Language, Literacy, and Learning in Early Childhood. Educating the Young Child, vol 12. Springer, Cham. https://doi.org/10.1007/978-3-319-44297-6_2
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