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How Do Children Represent Experiences as Active Meaning Constructors? A Case Study on 5-Year-Old Children’s Draw and Write Journals

이정민|이강이|임민영
한국유아교육학회 (The Korean Society For Early Childhood Education)|2020.12|International Journal of Early Childhood Education|제26권 제2호|pp. 33-56|DOI 10.18023/ijece.2020.26.2.003

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키워드

질적 연구qualitative researchthematic analysis그림일기주제분석법active meaning constructorsdraw and write journalexperience representation능동적 의미구성자경험 표상
주제분류교육학

초록

This study takes a qualitative approach to examine the nature of writing, drawing, and multimodality in young children’s draw and write journals. To do so, a thematic analysis was performed on 710 journals of 20 five-year-old children. Analysis of the journals revealed the children as beginning writers, mature painters, and promising multimodalists. As beginning writers, they showed improvement in narrative structure and the development of perspective on self and others. As mature painters, they demonstrated distinct styles in the patterns of plot and the features of characters by gender. As promising multimodalists, we find roles and types in children’s use of multimodality. From these results, we conclude that the children made draw and write journals as active meaning constructors. This conclusion suggests that the draw and write journal is not only a tool to develop writing, but also an educational method to cultivate multimodal literacy. We expect this study will provide academic insight and practical implications for the representation of children’s personal narratives and collaborations in writings and drawings.

Abstract

This study takes a qualitative approach to examine the nature of writing, drawing, and multimodality in young children’s draw and write journals. To do so, a thematic analysis was performed on 710 journals of 20 five-year-old children. Analysis of the journals revealed the children as beginning writers, mature painters, and promising multimodalists. As beginning writers, they showed improvement in narrative structure and the development of perspective on self and others. As mature painters, they demonstrated distinct styles in the patterns of plot and the features of characters by gender. As promising multimodalists, we find roles and types in children’s use of multimodality. From these results, we conclude that the children made draw and write journals as active meaning constructors. This conclusion suggests that the draw and write journal is not only a tool to develop writing, but also an educational method to cultivate multimodal literacy. We expect this study will provide academic insight and practical implications for the representation of children’s personal narratives and collaborations in writings and drawings.

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