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Chapter overview:
This chapter explores several theories of understanding children’s drawings, focusing mainly on drawing as a mode of children’s meaning-making. The exploration encompasses various dimensions of drawing, including the concept of drawing as mark-making and the nuanced examination of content within children’s drawings. We then discuss drawing as meaning-making, through which children articulate their worlds. We consider the place of copying in drawing, emphasising the importance of talk and narrative throughout the drawing process. The chapter then considers different drawing patterns, styles, and the symbiotic relationship between these elements, children’s interests, and their unique ways of constructing meaning. This interplay extends to the use of modes and media to construct identity. Drawing as a play process is discussed, where play is reflected through action, vocalisation, and imagination. The chapter concludes by considering the influence of children’s funds of knowledge in their drawings.
Further Readings:
Coates, E. (2002). ‘I forgot the Sky!’ Children’s stories contained within their drawings. International Journal of Early Years Education, 10(1), 21-35.
Coates, E., & Coates, A. (2006). Young children talking and drawing. International Journal of Early Years Education, 14(3), 221 — 241. 10.1080/09669760600879961.
Coates, E., & Coates, A. (2011). The subjects and meanings of young children’s drawings. In D. Faulkner & E. Coates (Eds.), Exploring children’s creative narratives. (pp. 86 – 110). Routledge.
Chapter 3 Resources:
Chapter 3: Endnote 1
The influence of developmental stage theories on children's drawings
Chapter 2: Endnote 2
Table 3.2: Summary of how theorists classified the content of children’s drawings.
Chapter 3: Endnote 3
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