ERIC Number: EJ1027162
Record Type: Journal
Publication Date: 2013
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0790-8318
EISSN: N/A
Understanding Children's Concept Formation and Writing Emergence from the Perspective of Graphical Multi-Signification: Evidence and Pedagogical Implications
Wu, Li-Yuan
Language, Culture and Curriculum, v26 n3 p266-283 2013
This qualitative study examined children's concept formation and writing emergence from the perspective of graphical multi-signification by observing the free drawing activities provided by four girls and six boys, aged four to five, in a Chinese class at a Chinese heritage language school in the USA. Children's capacity for graphical multi-signification may develop in a consistent transition process, first producing pictographic symbols and then consistently transitioning to the use of ideographic symbols for multi-signification, with children's contingency association, focus variation, and extension chain characterising their formation of concepts and complex thinking. To enhance children's learning, a child's drawing may be transformed into a teaching-appropriate two-part conceptual structure, with the first part depicting the child's operations of a within-group and between-group extension chain and the second part presenting the conceptual sequential extensions with respect to literal, contextual, and extensive signification embedded in the child's drawing.
Descriptors: Qualitative Research, Concept Formation, Freehand Drawing, Orthographic Symbols, Teaching Methods, Emergent Literacy, Writing Skills, Chinese Americans, Chinese, Heritage Education, Native Language Instruction, Preschool Children, Context Effect, Writing Instruction, Immigrants, Schemata (Cognition), Longitudinal Studies, Correlation, Cultural Influences
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A