Young children’s drawings
A methodological tool for data analysis
Bibliographic Data
| ID | 12724944 |
|---|---|
| Authors | Josephine Deguara (0000-0003-4481-229X, University of Malta, Malta, corresponding author) |
| Year | 2018 |
| Volume | 17 |
| Issue | 2 |
| Pages | 157-174 |
| Publication date | 2018-12-17 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Early Childhood Research (JOURNAL) |
| Journal identifiers | ISSN: 1476-718X • E-ISSN: 1741-2927 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1476718x18818203 |
| OpenAlex | W2904165824 |
| Language | EN |
| Citations received | 19 |
| References cited | 24 |
Children’s drawings have been analysed in research for several decades, frequently using a narrative style. This article introduces an innovative methodological tool to analyse young children’s drawings. Taking a social semiotics perspective, the aim of this tool is not to replace narrative analysis but to complement it. The study was conducted with three 4-year-old children who were encouraged to draw freely at home and at school. The discussion begins by examining how the form of the drawing, that is, the type and quantity of the modes children used, was analysed; this is followed by an analysis of the content, that is, the type and quantity of the themes, the children drew. Consequently, a data cross-grid was developed, where a total of 223 drawings were plotted across three separate data cross-grids – one for each child. Once all the drawings were plotted, the three grids provided a different way of looking and interpreting the drawings. While noting the limitations of the study, it is concluded that the data cross-grids provide an instantaneous graphical impression of each child’s preferred semiotic (modes) and configuration (themes) styles, which reflect each child’s unique personality and identity as a drawer. Ultimately, such a tool could be used by practitioners and researchers to understand the children’s preferred ways of drawing. It can also be adapted and modified to analyse other modes children use such as playing, drawing, and movement
Aesthetics · Content analysis · Identity (music · Linguistics · Narrative · Narrative inquiry · Perspective (graphical · Repertory grid · Semiotics · Social science · Sociology · Style (visual arts · Visual arts · Art Education and Development · Computer Science · Digital Storytelling and Education · Literacy, Media, and Education · Psychology · Social Psychology
Drawing across distance
Using “draw and tell” to support young people experiencing socio‐economic disadvantage in describing complex educational trajectories
Symbols of Fear in the Studies of Drawings by Polish and Turkish Children
Attributes of democratic culture as represented in young children’s drawings
Young student’s views of Naplan
Queer Circle Time
Time spent together
Multisensory experiences with and of food
Children's perspectives and experiences of the Covid‐19 pandemic and UK public health measures
Exploring the place of arts-based approaches in early childhood education research
Pedagogy, place, and food education in Australian schools
Using drawings and explanations based on attentive teaching as a means for understanding the social-ecological systems concept
I Don’t Want War in My House”
Exploring the Determinants that Contribute to and Promote the Wellbeing of Immigrant and Refugee Children in Canada
The meaning of travel
Positioning teachers in climate change education
Crayons × Code
Dream vacations of children
Pregnancy and babies versus penises and intercourse
Introducing Social Semiotics
Semiotics
Multimodality
Locating the Semiotic Power of Multimodality
Multimodality and Literacy in School Classrooms
The development of individual styles in children's drawing
A naturalistic observation of children drawing
Materiality in children’s meaning-making practices
Research methods in early childhood
Motivational processes affecting learning
The Routledge Handbook of Multimodal Analysis
| Citations per year | 2.71 |
|---|---|
| Citation span | 2019 - 2026 (8) |
| Highly cited | No |