Children Draw Their Images of Reading and Writing.

Abstract

Howard Gardner ( 1 980) has pointed out that children's drawings are interesting mixes of graphic and linguistic resources, ^ in the service of complex conceptualization (p. 154). Using a social constructivist orientation, we adopted a research paradigm that recognizes children as a critical source of information on what literacy is and how literacy develops, a paradigm that uses children's drawings as the information source. While our orientation relates to much of the literacy research currently being conducted (e.g., Dyson, 1997; Harste, Woodward, & Burke, 1984; Heath, 1983; Taylor & Dorsey-Gaines, 1988), our focus on understandirig children's ideas about literacy by exploring the representation of those ideas in their drawings is unique. Our research explores the images of literacy that children construct in their lives, both inside and outside of school. The drawings that appear in this article were collected in two schools.

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