Drawing to Learn

Abstract

This chapter will demonstrate how a specific Vygotskian sociocultural framework can assist teachers in their understanding and support of young chil-dren's drawing processes. Using examples of children drawing in a kindergarten and year-one classroom, I will explore the notion that in drawing, there is evidence of a relationship between thought and drawing that becomes visible through the study of meaning-making processes. Drawing supports the movement from simple spontaneous concepts to more complex concepts and plays an important role in promoting higher mental functions. When drawing is used in a collaborative and communicative manner, it becomes a powerful meaning-making tool. When draw-ing is recognized as a meaning-making process, supporting drawing then becomes central to the teaching and learning of young children.