Drawing to Learn

  • Margaret L. BrooksEmail author
Part of the Educating the Young Child book series (EDYC, volume 12)


This chapter will demonstrate how a specific Vygotskian sociocultural framework can assist teachers in their understanding and support of young children’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 drawing is recognized as a meaning-making process, supporting drawing then becomes central to the teaching and learning of young children.


Drawing Vygotsky Meaning-making Early childhood Higher mental functions Sociocultural 


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Copyright information

© Springer International Publishing AG 2017

Authors and Affiliations

  1. 1.University of New EnglandArmidaleAustralia

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