Greek Pre-Schoolers Crayon the Politicians: A Semiotic Analysis of Children's Drawing

Bessas, Takis; Vamvakidou, Ifigenia; Kyridis, Argyris

doi:10.2304/ciec.2006.7.2.162

Cited by 7 publications

(7 citation statements)

References 9 publications

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“…We find this view particularly problematic in ECEC research and practice because it highlights the importance of intentional pedagogy yet leaving unaddressed a whole array of intuitive politics taking place in the everyday life of nurseries (e.g. Bessas, Vamvakidou and Kyridis, 2006;cf. Bartos, 2012).…”

Section: Children's Political Agency In Ecec Research and Practicementioning

confidence: 98%

Recognizing politics in the nursery: Early childhood education institutions as sites of mundane politics

Millei

Kallio

2016

Contemporary Issues in Early Childhood

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In his inspirational article titled ‘Bringing politics into the nursery’, Peter Moss argues for early childhood institutions to become places of ‘democratic political practice’. In this article, the authors add to Moss’s call and argue that these institutions are sites of ‘mundane political practice’, containing various attitudinal orientations and ideologies, and including many kinds of purposive activities. Recognizing different dimensions of political life in institutional spaces where children lead their lives requires a differentiation between two types of politics: first, official politics and policies that aim to institute certain ideals in early childhood education and care and, second, everyday politics unfolding in communities that involve people as political subjects from birth until death. When the latter is discussed in early childhood research, if at all, it is rarely identified in political terms, which the authors consider problematic. The lacking recognition of mundane politics denies important aspects of children’s agency, which is prejudicial in itself. Moreover, such ignorance may lead to unintended consequences in democratization processes, like the one suggested by Moss. Imposing political ideals without recognizing children’s existing political agencies carries a risk of interfering with their political lives so that some children may feel misrecognized or find their capacities to act hindered or their activities misunderstood. In order to avoid such outcomes, this article is an argument for research and pedagogies that acknowledge and scaffold children’s political agencies at large.

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Section: Children's Political Agency In Ecec Research and Practicementioning

confidence: 98%

Recognizing politics in the nursery: Early childhood education institutions as sites of mundane politics

Millei

Kallio

2016

Contemporary Issues in Early Childhood

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“…More recently there has been a renewed interest in drawing, with approaches that consider the confi guration of drawings beyond the developmental determination that usually permeates several of the above approaches so far. This shift has opened up additional possibilities for the interpretation of children's drawings, including a social semiotic approach (Cox 2005, Bessas et al 2006. Within the fi eld of museum education and visitor studies, drawings have been used to evaluate the impact of museum experiences and exhibit effectiveness (Coe 1988, McClafferty/Rennie 1997, Priscitelli/ Anderson 2001, Strommen 1995).…”

Section: Current Understandings Of the Use Of Drawings Within Variousmentioning

confidence: 99%

Engaging with children's graphic ensembles of an archaeological site: A multi-modal social semiotic approach to learning

Diamantopoulou¹

2017

HJLCB

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Children's drawings have been widely used in the fi eld of museum education as indicators for learning, as well as means for evaluating the teaching that takes place in a museum or a heritage site.This paper employs social semiotics and multimodality as tools for introducing a different perspective when it comes to building a descriptive and an interpretative framework for analysing children's production, as representative of their learning. The insight into their work is based on the assumptions that learning can be multi-modally mediated through a particular pedagogy and further be made accessible to us through the material realisation of children's production across multiple modes. The paper aims to explore the implications of this position for generating knowledge about children's learning.The main argument discussed here is that engaging with a child's graphic ensemble through a multimodal and social semiotic perspective can enable us, hypothetically, to recover children's meanings about the archaeological site as well as the aspects of their overall learning experience. Viewing their graphic ensembles as constructions that are interest driven and multi-modally realized could open up more possibilities for accessing the agendas and interests that guide their learning.The paper further uses this visual material as an opportunity to argue that when engaging with children's learning, multimodality can work not as a theory on its own means, but as the framework that conditions a theory (e.g. social semiotics and discourse) into a direction of encompassing more possibilities for reading their understanding of the world.

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“…Some of the researchers, in the studies reviewed, attempt to gain information from the children with whom they work through observations during their free play (Young 2006), children's drawings (Bessas et al 2006;Ring 2006) or questionnaires and interviews (Ring 2006). Although the researchers attempt to understand children within their social worlds, they generally maintain the construct of child as reproducer of knowledge, culture and identity.…”

Section: The Child As Biologically Determinedmentioning

confidence: 99%

Where is the (postmodern) child in early childhood education research?

Janzen

2008

Early Years

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Greek Pre-Schoolers Crayon the Politicians: A Semiotic Analysis of Children's Drawing

Cited by 7 publications

References 9 publications

Recognizing politics in the nursery: Early childhood education institutions as sites of mundane politics

Recognizing politics in the nursery: Early childhood education institutions as sites of mundane politics

Engaging with children's graphic ensembles of an archaeological site: A multi-modal social semiotic approach to learning

Where is the (postmodern) child in early childhood education research?

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