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ERIC Number: EJ949274
Record Type: Journal
Publication Date: 2011
Pages: 18
Abstractor: As Provided
Reference Count: 30
ISSN: ISSN-1350-293X
Play, Drawing and Writing: A Case Study of Korean-Canadian Young Children
Kim, Mi Song
European Early Childhood Education Research Journal, v19 n4 p483-500 2011
From a sociocultural approach to literacy, young children, including culturally and linguistically diverse (CLD) children, can be viewed as active meaning-makers through participation in everyday literacy practices. This theoretical emphasis on the importance of the social context requires teachers and caregivers not only to improve and co-create learning environments but also to consider how to make sense of children's drawings and other non-verbal modes embedded in literacy practices. Drawing on a Vygotskian perspective, this study explores how young children use drawings and other semiotic tools as important mediators through which they represent their experience, feeling and knowledge in terms of the process of meaning-making. Within a qualitative research framework, this study uses data collected during the lesson theme of "circle" to understand how young culturally and linguistically diverse (CLD) learners' drawings serve as a psychological tool for understanding and representing important aspects of their own experiences in terms of social, cognitive, and affective aspects. Implications of this study are discussed. (Contains 2 tables and 5 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:
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: Canada; South Korea