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Peer reviewed
Dyson, Anne Haas – Young Children, 1988
Samples of kindergarten children's drawings and language, especially as used in dictation, illustrate that children invent symbols for figures, objects, and events; engage in the thinking processes of organizing and abstracting as children work to portray their concepts; and communicate their ideas to themselves and others. (BB)
Descriptors: Case Studies, Dictation, Freehand Drawing, Individual Differences
Peer reviewed
Dyson, Anne Haas – Written Communication, 1997
Presents and considers the vision of children as receptors of adults' ideological messages. Reviews examples of adults' rewriting for children, drawing primarily on the rewriting of folk stories. Reconstructs, using ethnographic data from urban schools, one branch of a classroom chain of communication. Discusses the classroom conditions that…
Descriptors: Childrens Writing, Classroom Environment, Classroom Research, Ethnography
Weaving Possibilities: Rethinking Metaphors for Early Literacy Development. Occasional Paper No. 19.
Dyson, Anne Haas – 1990
More than one metaphor can be used in reflecting on and guiding literacy teaching and learning in the early years. The currently popular metaphor of "scaffolding" alone cannot capture the challenge of responding to the diversity of young children's intentions in literacy activities. An additional metaphor of "weaving" may…
Descriptors: Childhood Attitudes, Classroom Research, Educational Theories, Emergent Literacy
Dyson, Anne Haas – 1983
A study was conducted to examine the interrelationships between drawing, early writing, and the context of talk in which both phenomena occur. Participant observation methodology was used in a self-contained public school kindergarten in order to gather daily data during a 3-month period. Specifically, children freely drew and wrote in an…
Descriptors: Child Language, Freehand Drawing, Handwriting, Kindergarten
Dyson, Anne Haas – 1992
The development of written language is intertwined with children's experiences with diverse symbolic media. During their second year of life, children begin to use symbolic tools to invest meaning in drawn marks. The evolution of drawing is linked in complex ways to dramatic gesture and speech, sometimes combined in social play. Exploratory play…
Descriptors: Black Students, Classroom Research, Developmental Stages, Early Childhood Education
Dyson, Anne Haas – Written Communication, 2008
Young children are growing up in a time when literacy practices and textual productions are in flux. Yet literacy curricula, particularly for those deemed "at risk," are tightly focused on the written language "basics." What are the potential consequences? In this article, the author considers this question, drawing on an ethnographic study of…
Descriptors: Urban Schools, Written Language, Ethnography, Grade 1
Peer reviewed
Dyson, Anne Haas – Research in the Teaching of English, 1986
Examines the meanings young children express in talk, pictures, and written text, focusing on the integration of the three. Findings illustrate children's exploration of imagined worlds through drawing and talk and the potential problems children face in transferring those worlds to text. (SRT)
Descriptors: Child Language, Freehand Drawing, Integrated Activities, Primary Education
Peer reviewed
Dyson, Anne Haas – Language Arts, 1983
Examines the connections between children's writing and their earlier developed form of graphic symbolism--drawing--and explores research on early writing development. Considers the range of contexts for drawing and writing presented in the classroom. (HTH)
Descriptors: Child Development, Cognitive Processes, Developmental Stages, Elementary Education
Dyson, Anne Haas – 1988
A study investigated one way in which teachers can focus on more than children's products and writing processes by examining their social processes as well, specifically the health of the classroom communities and the individual children's comfort within those communities. Under the supervision of the same teacher, "journal time" in…
Descriptors: Beginning Writing, Classroom Environment, Classroom Research, Freehand Drawing
Peer reviewed
Dyson, Anne Haas – New Advocate, 1990
Focuses on young children's grappling with such themes as existence, good and evil, and knowing. Suggests that the development of language seems dependent on children's sensitivity to such abstract concepts. Suggests that children's intellectual and social lives are sustained by symbols. Offers examples of children's story-making discussions,…
Descriptors: Case Studies, Child Development, Childrens Literature, Classroom Research
Peer reviewed
Dyson, Anne Haas – Language Arts, 1986
Presents observations of three children's styles of symbolic language focusing on how each leaned to different degrees on drawing and talking to create their imaginary worlds and thus faced different challenges in rendering those worlds in print. (SRT)
Descriptors: Child Development, Child Language, Elementary Education, Freehand Drawing
Peer reviewed
Dyson, Anne Haas – Harvard Educational Review, 1987
The author analyzes primary students' spontaneous, unsanctioned talk in the classroom and argues that these interactions can become occasions for engaging in intellectually demanding tasks. Drawing upon two years of research in an urban elementary school, she reviews accomplishments of children who, without explicit directions, collaborated to…
Descriptors: Communication (Thought Transfer), Imagination, Intellectual Development, Peer Relationship
Dyson, Anne Haas – Written Communication, 2002
This article offers a theoretical account of school literacy development that foregrounds the symbolic and social resources of childhood cultures. Drawing upon ethnographic data collected in an urban school site, this article illustrates how the playful childhood practices of a small group of young school children shaped their entry into school…
Descriptors: Urban Schools, Writing (Composition), Ethnography, Young Children
Dyson, Anne Haas – 1989
A case study traces the evolution of "once-upon-a-time" in a child's classroom story writing, drawing upon data collected in a three-year study of writing development in an urban magnet school. The subject, Mitzi, is observed from kindergarten through second grade. The study assumes that stories are cultural discourse forms that serve…
Descriptors: Case Studies, Creative Development, Creative Writing, Descriptive Writing
Dyson, Anne Haas – 1993
What difference should sociocultural difference make in early literacy theory and practice? In response to this question, this paper argues that such differences should lead to a reconceptualization that highlights the social nature and cultural meaning of child literacy development. Drawing on a recent ethnographic study of child composing in an…
Descriptors: Case Studies, Classroom Research, Cultural Differences, Elementary School Students
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