NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1027162
Record Type: Journal
Publication Date: 2013
Pages: 18
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-0790-8318
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A