An Intriguing Link between Drawing and Play with Toys

Autor/in	Swann, Annette C.
Titel	An Intriguing Link between Drawing and Play with Toys
Quelle	In: Childhood Education, 85 (2009) 4, S.230 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
Schlagwörter	Feedback (Response); Play; Interpersonal Relationship; Toys; Preschool Children; Thinking Skills; Artists; Childrens Art; Freehand Drawing; Computer Software; Animation; Learning Activities + Suchen Sie Ihr Suchwort? Spiel; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Toy; Spielzeug; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Denkfähigkeit; Artiste; Artist; Künstler; Künstlerin; Drawing; Zeichnen; Lernaktivität
Abstract	Young children are most attracted to classroom centers that offer the lively social interaction of play, stimulating construction activities, or animated computer programs. Efforts to create an attractive art center with abundant shelves of markers, crayons, various kinds of paper, and assorted materials attract a few children who want to experience the expressive construction of a private moment. For sustained, meaningful participation, however, children need interested adults and peers to listen to their ideas, and to give them feedback and support for their explorations and meaning-making (Dyson, 1986; Thompson & Bales, 1991; Vygotsky, 1978). The challenge for teachers is to engage students as thinkers and young artists in representing what they already know and in expressing new understandings. This article presents an account of a yearlong activity with a group of 4- and 5-year-olds who developed their emerging drawing representations with some of their favorite toys in the context of play. In this yearlong activity, within the structure of the classroom, the teachers were able promote the children's continued interest by scaffolding the theme with toys and facilitating with drawing materials. The use of art connected to children's play, as experienced in the yearlong activity discussed in this article, may further children's development and understanding of their environment. (Contains 7 figures.) (ERIC).
Anmerkungen	Association for Childhood Education International. 17904 Georgia Avenue Suite 215, Olney, MD 20832. Tel: 800-423-3563; Tel: 301-570-2111; Fax: 301-570-2212; e-mail: headquarters@acei.org; Web site: http://www.acei.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10