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ERIC Number: EJ825364
Record Type: Journal
Publication Date: 2009-Jan
Pages: 11
Abstractor: As Provided
Reference Count: 17
ISBN: N/A
ISSN: ISSN-0300-4430
Children's Graphical Representations and Emergent Writing: Evidence from Children's Drawings
Wu, Li-Yuan
Early Child Development and Care, v179 n1 p69-79 Jan 2009
Previous research on children's drawing and writing focused on children's drawing and symbolization with syllabic languages, providing little information regarding young children's symbolization in drawing with a logo language. This study investigated children's emergent writing by examining qualitatively how children's writing takes place as children are engaged in drawing and how children represent their experiences by means of symbols of different written languages in drawing. The subjects of the study were four girls and six boys aged from four to five in a Chinese class at Austin Chinese School. The data revealed that children's symbolization with conventionally written symbols may take place first through object correspondence or a chain of object correspondence, and then through object correspondence within contextual correspondence toward a whole contextual representation with a mixture of symbolizations with conventionally written symbols and graphical representations, which can be equivalently represented completely with conventionally written symbols. (Contains 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas