Conversations Around Young Children’s Drawing: The Impact of the Beliefs of Significant Others at Home and School
Children learn to make meanings in communities of practice through interaction with more experienced others. Young children’s strategies for and attitudes to learning are determined by the sociocultural contexts in which they practise those strategies, including learning how to draw within the disti...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Anning, Angela [verfasserIn] |
|---|
| Format: |
E-Artikel |
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| Erschienen: |
Oxford, UK and Boston, USA: Blackwell Publishers Ltd. ; 2002 |
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| Schlagwörter: |
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| Umfang: |
Online-Ressource |
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| Reproduktion: |
2002 ; Blackwell Publishing Journal Backfiles 1879-2005 |
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| Übergeordnetes Werk: |
In: The international journal of art & design education - Oxford [u.a.] : Wiley-Blackwell, 2000, 21(2002), 3, Seite 0 |
| Übergeordnetes Werk: |
volume:21 ; year:2002 ; number:3 ; pages:0 |
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| DOI / URN: |
10.1111/1468-5949.00317 |
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| 520 | |a Children learn to make meanings in communities of practice through interaction with more experienced others. Young children’s strategies for and attitudes to learning are determined by the sociocultural contexts in which they practise those strategies, including learning how to draw within the distinct cultures of home and school.Evidence of meaning making — 2 and 3D representations involving drawing, modelling and play with objects — was collected over one month periods in the Autumns of 98, 99 and 00 from seven young children in home and as they settled into new pre–school and school settings in the North of England. The evidence of the seven children’s meaning making, recorded by photographs and scrap books of their representations, was used as a stimulus in dialogues to elicit parents’ and practitioners’ beliefs about the value and significance of different modes meaning making, including drawing in the contexts of home and school. Their conversations were recorded and transcribed for analysis. Evidence from the perspectives of parents, practitioners and the children was triangulated with evidence of contextual features for learning around the children’s drawings.Episodes from analysis of the data sets will be used to illustrate how the children were inducted into the conventions of ‘school’ drawing whilst often retaining a distinct personal drawing agenda at home. Implications will be drawn for the status and function of drawing in the education of young children in formal and informal learning contexts. | ||
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10.1111/1468-5949.00317 doi (DE-627)NLEJ243443536 DE-627 ger DE-627 rakwb Anning, Angela verfasserin aut Conversations Around Young Children’s Drawing: The Impact of the Beliefs of Significant Others at Home and School Oxford, UK and Boston, USA Blackwell Publishers Ltd. 2002 Online-Ressource nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Children learn to make meanings in communities of practice through interaction with more experienced others. Young children’s strategies for and attitudes to learning are determined by the sociocultural contexts in which they practise those strategies, including learning how to draw within the distinct cultures of home and school.Evidence of meaning making — 2 and 3D representations involving drawing, modelling and play with objects — was collected over one month periods in the Autumns of 98, 99 and 00 from seven young children in home and as they settled into new pre–school and school settings in the North of England. The evidence of the seven children’s meaning making, recorded by photographs and scrap books of their representations, was used as a stimulus in dialogues to elicit parents’ and practitioners’ beliefs about the value and significance of different modes meaning making, including drawing in the contexts of home and school. Their conversations were recorded and transcribed for analysis. Evidence from the perspectives of parents, practitioners and the children was triangulated with evidence of contextual features for learning around the children’s drawings.Episodes from analysis of the data sets will be used to illustrate how the children were inducted into the conventions of ‘school’ drawing whilst often retaining a distinct personal drawing agenda at home. Implications will be drawn for the status and function of drawing in the education of young children in formal and informal learning contexts. 2002 Blackwell Publishing Journal Backfiles 1879-2005 |2002|||||||||| Drawing In The international journal of art & design education Oxford [u.a.] : Wiley-Blackwell, 2000 21(2002), 3, Seite 0 Online-Ressource (DE-627)NLEJ243925573 (DE-600)2130819-6 1476-8070 nnns volume:21 year:2002 number:3 pages:0 http://dx.doi.org/10.1111/1468-5949.00317 text/html Verlag Deutschlandweit zugänglich Volltext GBV_USEFLAG_U ZDB-1-DJB GBV_NL_ARTICLE AR 21 2002 3 0 |
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10.1111/1468-5949.00317 doi (DE-627)NLEJ243443536 DE-627 ger DE-627 rakwb Anning, Angela verfasserin aut Conversations Around Young Children’s Drawing: The Impact of the Beliefs of Significant Others at Home and School Oxford, UK and Boston, USA Blackwell Publishers Ltd. 2002 Online-Ressource nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Children learn to make meanings in communities of practice through interaction with more experienced others. Young children’s strategies for and attitudes to learning are determined by the sociocultural contexts in which they practise those strategies, including learning how to draw within the distinct cultures of home and school.Evidence of meaning making — 2 and 3D representations involving drawing, modelling and play with objects — was collected over one month periods in the Autumns of 98, 99 and 00 from seven young children in home and as they settled into new pre–school and school settings in the North of England. The evidence of the seven children’s meaning making, recorded by photographs and scrap books of their representations, was used as a stimulus in dialogues to elicit parents’ and practitioners’ beliefs about the value and significance of different modes meaning making, including drawing in the contexts of home and school. Their conversations were recorded and transcribed for analysis. Evidence from the perspectives of parents, practitioners and the children was triangulated with evidence of contextual features for learning around the children’s drawings.Episodes from analysis of the data sets will be used to illustrate how the children were inducted into the conventions of ‘school’ drawing whilst often retaining a distinct personal drawing agenda at home. Implications will be drawn for the status and function of drawing in the education of young children in formal and informal learning contexts. 2002 Blackwell Publishing Journal Backfiles 1879-2005 |2002|||||||||| Drawing In The international journal of art & design education Oxford [u.a.] : Wiley-Blackwell, 2000 21(2002), 3, Seite 0 Online-Ressource (DE-627)NLEJ243925573 (DE-600)2130819-6 1476-8070 nnns volume:21 year:2002 number:3 pages:0 http://dx.doi.org/10.1111/1468-5949.00317 text/html Verlag Deutschlandweit zugänglich Volltext GBV_USEFLAG_U ZDB-1-DJB GBV_NL_ARTICLE AR 21 2002 3 0 |
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10.1111/1468-5949.00317 doi (DE-627)NLEJ243443536 DE-627 ger DE-627 rakwb Anning, Angela verfasserin aut Conversations Around Young Children’s Drawing: The Impact of the Beliefs of Significant Others at Home and School Oxford, UK and Boston, USA Blackwell Publishers Ltd. 2002 Online-Ressource nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Children learn to make meanings in communities of practice through interaction with more experienced others. Young children’s strategies for and attitudes to learning are determined by the sociocultural contexts in which they practise those strategies, including learning how to draw within the distinct cultures of home and school.Evidence of meaning making — 2 and 3D representations involving drawing, modelling and play with objects — was collected over one month periods in the Autumns of 98, 99 and 00 from seven young children in home and as they settled into new pre–school and school settings in the North of England. The evidence of the seven children’s meaning making, recorded by photographs and scrap books of their representations, was used as a stimulus in dialogues to elicit parents’ and practitioners’ beliefs about the value and significance of different modes meaning making, including drawing in the contexts of home and school. Their conversations were recorded and transcribed for analysis. Evidence from the perspectives of parents, practitioners and the children was triangulated with evidence of contextual features for learning around the children’s drawings.Episodes from analysis of the data sets will be used to illustrate how the children were inducted into the conventions of ‘school’ drawing whilst often retaining a distinct personal drawing agenda at home. Implications will be drawn for the status and function of drawing in the education of young children in formal and informal learning contexts. 2002 Blackwell Publishing Journal Backfiles 1879-2005 |2002|||||||||| Drawing In The international journal of art & design education Oxford [u.a.] : Wiley-Blackwell, 2000 21(2002), 3, Seite 0 Online-Ressource (DE-627)NLEJ243925573 (DE-600)2130819-6 1476-8070 nnns volume:21 year:2002 number:3 pages:0 http://dx.doi.org/10.1111/1468-5949.00317 text/html Verlag Deutschlandweit zugänglich Volltext GBV_USEFLAG_U ZDB-1-DJB GBV_NL_ARTICLE AR 21 2002 3 0 |
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10.1111/1468-5949.00317 doi (DE-627)NLEJ243443536 DE-627 ger DE-627 rakwb Anning, Angela verfasserin aut Conversations Around Young Children’s Drawing: The Impact of the Beliefs of Significant Others at Home and School Oxford, UK and Boston, USA Blackwell Publishers Ltd. 2002 Online-Ressource nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Children learn to make meanings in communities of practice through interaction with more experienced others. Young children’s strategies for and attitudes to learning are determined by the sociocultural contexts in which they practise those strategies, including learning how to draw within the distinct cultures of home and school.Evidence of meaning making — 2 and 3D representations involving drawing, modelling and play with objects — was collected over one month periods in the Autumns of 98, 99 and 00 from seven young children in home and as they settled into new pre–school and school settings in the North of England. The evidence of the seven children’s meaning making, recorded by photographs and scrap books of their representations, was used as a stimulus in dialogues to elicit parents’ and practitioners’ beliefs about the value and significance of different modes meaning making, including drawing in the contexts of home and school. Their conversations were recorded and transcribed for analysis. Evidence from the perspectives of parents, practitioners and the children was triangulated with evidence of contextual features for learning around the children’s drawings.Episodes from analysis of the data sets will be used to illustrate how the children were inducted into the conventions of ‘school’ drawing whilst often retaining a distinct personal drawing agenda at home. Implications will be drawn for the status and function of drawing in the education of young children in formal and informal learning contexts. 2002 Blackwell Publishing Journal Backfiles 1879-2005 |2002|||||||||| Drawing In The international journal of art & design education Oxford [u.a.] : Wiley-Blackwell, 2000 21(2002), 3, Seite 0 Online-Ressource (DE-627)NLEJ243925573 (DE-600)2130819-6 1476-8070 nnns volume:21 year:2002 number:3 pages:0 http://dx.doi.org/10.1111/1468-5949.00317 text/html Verlag Deutschlandweit zugänglich Volltext GBV_USEFLAG_U ZDB-1-DJB GBV_NL_ARTICLE AR 21 2002 3 0 |
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Children learn to make meanings in communities of practice through interaction with more experienced others. Young children’s strategies for and attitudes to learning are determined by the sociocultural contexts in which they practise those strategies, including learning how to draw within the distinct cultures of home and school.Evidence of meaning making — 2 and 3D representations involving drawing, modelling and play with objects — was collected over one month periods in the Autumns of 98, 99 and 00 from seven young children in home and as they settled into new pre–school and school settings in the North of England. The evidence of the seven children’s meaning making, recorded by photographs and scrap books of their representations, was used as a stimulus in dialogues to elicit parents’ and practitioners’ beliefs about the value and significance of different modes meaning making, including drawing in the contexts of home and school. Their conversations were recorded and transcribed for analysis. Evidence from the perspectives of parents, practitioners and the children was triangulated with evidence of contextual features for learning around the children’s drawings.Episodes from analysis of the data sets will be used to illustrate how the children were inducted into the conventions of ‘school’ drawing whilst often retaining a distinct personal drawing agenda at home. Implications will be drawn for the status and function of drawing in the education of young children in formal and informal learning contexts. |
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Children learn to make meanings in communities of practice through interaction with more experienced others. Young children’s strategies for and attitudes to learning are determined by the sociocultural contexts in which they practise those strategies, including learning how to draw within the distinct cultures of home and school.Evidence of meaning making — 2 and 3D representations involving drawing, modelling and play with objects — was collected over one month periods in the Autumns of 98, 99 and 00 from seven young children in home and as they settled into new pre–school and school settings in the North of England. The evidence of the seven children’s meaning making, recorded by photographs and scrap books of their representations, was used as a stimulus in dialogues to elicit parents’ and practitioners’ beliefs about the value and significance of different modes meaning making, including drawing in the contexts of home and school. Their conversations were recorded and transcribed for analysis. Evidence from the perspectives of parents, practitioners and the children was triangulated with evidence of contextual features for learning around the children’s drawings.Episodes from analysis of the data sets will be used to illustrate how the children were inducted into the conventions of ‘school’ drawing whilst often retaining a distinct personal drawing agenda at home. Implications will be drawn for the status and function of drawing in the education of young children in formal and informal learning contexts. |
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Children learn to make meanings in communities of practice through interaction with more experienced others. Young children’s strategies for and attitudes to learning are determined by the sociocultural contexts in which they practise those strategies, including learning how to draw within the distinct cultures of home and school.Evidence of meaning making — 2 and 3D representations involving drawing, modelling and play with objects — was collected over one month periods in the Autumns of 98, 99 and 00 from seven young children in home and as they settled into new pre–school and school settings in the North of England. The evidence of the seven children’s meaning making, recorded by photographs and scrap books of their representations, was used as a stimulus in dialogues to elicit parents’ and practitioners’ beliefs about the value and significance of different modes meaning making, including drawing in the contexts of home and school. Their conversations were recorded and transcribed for analysis. Evidence from the perspectives of parents, practitioners and the children was triangulated with evidence of contextual features for learning around the children’s drawings.Episodes from analysis of the data sets will be used to illustrate how the children were inducted into the conventions of ‘school’ drawing whilst often retaining a distinct personal drawing agenda at home. Implications will be drawn for the status and function of drawing in the education of young children in formal and informal learning contexts. |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">NLEJ243443536</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20210707181151.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">120427s2002 xx |||||o 00| ||und c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1111/1468-5949.00317</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)NLEJ243443536</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Anning, Angela</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Conversations Around Young Children’s Drawing: The Impact of the Beliefs of Significant Others at Home and School</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Oxford, UK and Boston, USA</subfield><subfield code="b">Blackwell Publishers Ltd.</subfield><subfield code="c">2002</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zzz</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">z</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zu</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Children learn to make meanings in communities of practice through interaction with more experienced others. Young children’s strategies for and attitudes to learning are determined by the sociocultural contexts in which they practise those strategies, including learning how to draw within the distinct cultures of home and school.Evidence of meaning making — 2 and 3D representations involving drawing, modelling and play with objects — was collected over one month periods in the Autumns of 98, 99 and 00 from seven young children in home and as they settled into new pre–school and school settings in the North of England. The evidence of the seven children’s meaning making, recorded by photographs and scrap books of their representations, was used as a stimulus in dialogues to elicit parents’ and practitioners’ beliefs about the value and significance of different modes meaning making, including drawing in the contexts of home and school. Their conversations were recorded and transcribed for analysis. Evidence from the perspectives of parents, practitioners and the children was triangulated with evidence of contextual features for learning around the children’s drawings.Episodes from analysis of the data sets will be used to illustrate how the children were inducted into the conventions of ‘school’ drawing whilst often retaining a distinct personal drawing agenda at home. Implications will be drawn for the status and function of drawing in the education of young children in formal and informal learning contexts.</subfield></datafield><datafield tag="533" ind1=" " ind2=" "><subfield code="d">2002</subfield><subfield code="f">Blackwell Publishing Journal Backfiles 1879-2005</subfield><subfield code="7">|2002||||||||||</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Drawing</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">The international journal of art & design education</subfield><subfield code="d">Oxford [u.a.] : Wiley-Blackwell, 2000</subfield><subfield code="g">21(2002), 3, Seite 0</subfield><subfield code="h">Online-Ressource</subfield><subfield code="w">(DE-627)NLEJ243925573</subfield><subfield code="w">(DE-600)2130819-6</subfield><subfield code="x">1476-8070</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:21</subfield><subfield code="g">year:2002</subfield><subfield code="g">number:3</subfield><subfield code="g">pages:0</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">http://dx.doi.org/10.1111/1468-5949.00317</subfield><subfield code="q">text/html</subfield><subfield code="x">Verlag</subfield><subfield code="z">Deutschlandweit zugänglich</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_U</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-1-DJB</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_NL_ARTICLE</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">21</subfield><subfield code="j">2002</subfield><subfield code="e">3</subfield><subfield code="h">0</subfield></datafield></record></collection>
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