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Chapter overview:
This chapter highlights the contextual and situated nature of children’s drawings, influenced by their funds of knowledge acquired from their socio-cultural contexts. It argues that the meanings embedded in children’s drawings arise through interactions with significant individuals, cultural values and daily experiences. We explore how children’s funds of knowledge shaped by their diverse backgrounds, lifestyles and engagement with various aspects of culture, influence the content and meaning in their drawings. We discuss the significance of the home, school and communities as funds of knowledge and how drawings serve as socio-cultural artefacts reflecting contextual influences, relationships, and events.
Further Readings:
Chesworth, L. (2016). A funds of knowledge approach to examining play interests: Listening to children’s and parents’ perspectives. International Journal of Early Years Education 24(3), 294–308. https://doi.org/10.1080/09669760.2016.1188370
Chesworth, L. (2021). Observing, recognising and responding to children’s funds of knowledge and interests. In Early Years Coalition. Birth to five matters: Non‑statutory guidance for the early years foundation stage: Early education. https://birthto5matters.org.uk/wp‑content/uploads/2021/03/Observing‑recognisingand‑responding‑to‑Childrens‑funds‑of‑knowledge‑and‑intrests.pdf
Fisher. J. (2024). Starting from the Child?: Teaching and learning from 3‑7 (5th ed.). Open University.
Hedges, H. (2020). Children’s interests: Challenging taken‑for‑granted understandings. Early Education Journal 93. https://www.early‑education.org.uk/earlyeducationjournal
Hedges, H., Cullen, J., & Jordan, B. (2011). Early years curriculum: Funds of knowledge as a conceptual framework for children’s interest. Journal of Curriculum Studies 43(2), 185–205. https://doi.org/10.1080/00220272.2010.511275
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