This report outlines the cognitive accomplishments of young children involved in graphic dialogue with adults. A token of collaborative drawing is examined exhibiting the degree to which adult informed tutoring enabled children in their drawing development, enhanced their motivation and ability in narration and resulted in drawings meaningful to…

From a sociocultural approach to literacy, young children, including culturally and linguistically diverse (CLD) children, can be viewed as active meaning-makers through participation in everyday literacy practices. This theoretical emphasis on the importance of the social context requires teachers and caregivers not only to improve and co-create…

This book explores how young children learn to draw and draw to learn, at home and school. It provides support for practitioners in developing a pedagogy of drawing in Art and Design and across the curriculum and provide advice for parents about how to make sense of their children's drawings. This book is enlivened with the real drawings of seven…

Presents case studies of two children of four and five years who had experienced sexual abuse. Discusses the significance of their drawings in relation to the uncovering and treating of the trauma of sexual abuse. (RJC)

Presents a longitudinal case study of one girl's artistic development from age 2 to 6 years to illustrate the interplay between the child's symbolic development and the social context in which she draws. Considers the observer-researcher as a "co-constructor" of artistic development, highlighting the need for models of development that integrate…

Performance in drama, dance, music, puppetry, or combinations of these arts can be an exciting encounter for young children. This case study investigated one 4-year-old's responses to a children's opera. Her responses before, during, and after the performance were systematically observed and analyzed. Data showed that the child had some knowledge…