Understanding Children's Perspectives of Classroom Writing Practices through Drawings

Autor/inn/en	Baroutsis, Aspa; Kervin, Lisa; Woods, Annette; Comber, Barbara
Titel	Understanding Children's Perspectives of Classroom Writing Practices through Drawings
Quelle	In: Contemporary Issues in Early Childhood, 20 (2019) 2, S.177-193 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949117741743
Schlagwörter	Writing (Composition); Freehand Drawing; Writing Processes; Young Children; Foreign Countries; Early Childhood Education; Primary Education; Elementary School Students; Preschool Children; Instructional Materials; Self Concept; Collaborative Writing; Space Utilization; Australia + Suchen Sie Ihr Suchwort? Schreibübung; Drawing; Zeichnen; Frühe Kindheit; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Primarbereich; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Selbstkonzept; Raumnutzung; Australien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01