Drawing to Learn - Brooks, Margaret
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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…mehr

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Produktbeschreibung
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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Autorenporträt
Dr Margaret Brooks is an adjunct Associate Professor at the University of New England, Australia. She has been researching drawing and art for almost thirty years. Her research focuses on young children's drawing processes and the relationships between drawing and meaning making from socio cultural perspectives. She uses arts-based and visual ethnographic methods to examine the drawing processes of both children and adults. She is also a practising artist. Her most recent art work involves collaborations with artists, young children, and art museums around environmental, cultural and social issues. Her studio work focuses on drawing and installation. She believes in the power of art to facilitate 'trans-actions' between people, issues and places. Margaret has a strong global audience and is owner and editor for the International Art and Early Childhood website and the International Art in Early Childhood Research Journal. See https://artinearlychildhood.org/. The International Art in Early Childhood Association supports a biennial conference, and more recently a virtual symposium from which emerged a beautiful set of eBooks. This companion to Drawing to Learn brings the theory developed there alive. It illustrates and demonstrates how the theoretical framework outlined in Drawing to Learn can be applied to support young children's thinking, development and meaning making. Together these two books comprise a resource for students, practitioners and researchers in early childhood that is both inspirational and practical.