Drawing to Learn
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About this Book Drawing and art making are core to programming in early childhood. We know that children use the arts to make sense of their world. But do we know how this happens and how best we can support it? Art is a form of communication, a language. For young children who do not yet read and write it is a primary means of communication. But can we speak this language? Do we fully understand how the arts supports thinking and meaning making for young children? Much of early childhood practice rests on socio, cultural, historical theories. However, until now there has been no framework for...
About this Book Drawing and art making are core to programming in early childhood. We know that children use the arts to make sense of their world. But do we know how this happens and how best we can support it? Art is a form of communication, a language. For young children who do not yet read and write it is a primary means of communication. But can we speak this language? Do we fully understand how the arts supports thinking and meaning making for young children? Much of early childhood practice rests on socio, cultural, historical theories. However, until now there has been no framework for the arts in early childhood that is congruent with these contemporary theories. This book effectively addresses this gap in the literature. It is a scholarly work that carefully unpacks the art making processes of young children from a Vygotskian perspective. It illustrates and demonstrates through stories and samples of children's art making processes, how drawing and the arts are a leading activity in the development of the child. It links theory to practice to empower educators to support the artistic development of young children. It demonstrates how art studio practices, when braided with socio, cultural, historical theories provide a powerful tool for learning.
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