How children make meaning through drawing and play
Bibliographic Data
| ID | 12700628 |
|---|---|
| Authors | Marit Holm Hopperstad (Queen Maud's College of Early Childhood Education, Trondheim, Norway, corresponding author) |
| Year | 2008 |
| Volume | 7 |
| Issue | 1 |
| Pages | 77-96 |
| Publication date | 2008-01-21 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Visual Communication (JOURNAL) |
| Journal identifiers | ISSN: 1470-3572 • E-ISSN: 1741-3214 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1470357207084866 |
| OpenAlex | W2148071370 |
| Language | EN |
| Citations received | 6 |
| References cited | 12 |
This article presents studies of 5—6-year-old children in year one in a Norwegian primary school as they develop and engage in drawing-related play within teacher-initiated drawing sessions. The author discusses the quality of the children's play from a semiotic point of view and reflects on play as a possible learning context for drawing. Elevating drawing and play to the same prominent position as images in contemporary texts, she demonstrates how they can be used to support children's competence in interpreting the visual mode as well as using it to convey meaning
Aesthetics · Art · Competence (human resources · Context (archaeology · Linguistics · Meaning (existential · Meaning-making · Norwegian · Pedagogy · Semiotics · Sociology · Visual arts · Art Education and Development · Digital Storytelling and Education · History · Literacy, Media, and Education · Psychology · Social Psychology
| Citations per year | 0.43 |
|---|---|
| Citation span | 2012 - 2021 (10) |
| Highly cited | No |