NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1217741
Record Type: Journal
Publication Date: 2019-Jun
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1463-9491
Understanding Children's Perspectives of Classroom Writing Practices through Drawings
Baroutsis, Aspa; Kervin, Lisa; Woods, Annette; Comber, Barbara
Contemporary Issues in Early Childhood, v20 n2 p177-193 Jun 2019
Examining how young children learn to write is increasingly important as global society moves further towards a knowledge economy, where the production of texts of various kinds is an increasingly ubiquitous practice in everyday life and work. While there has been recent policy and practice focus on children's writing performance in standardised tests, in this article, the authors focus on what can be learned by listening to children's voices as they are engaged in 'draw and talk' methodologies. While children's drawings have a material reality, they are also representations of children's perceptions of their experiences with learning to write. In this article, the authors explore the processes, practices and relationships involved in learning to write, depicted in children's drawings when they are asked to draw themselves learning to write. The authors identify representations of writing, evident in the children's drawings focusing the relational, the material and the spatial elements of writing.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Elementary Education; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia