Transitions and Tensions: Interrelationships between the Drawing, Talking, and Dictating of Young Children
Transitions and Tensions: Interrelationships between the Drawing, Talking, and Dictating of Young Children
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过渡和紧张：幼儿绘画、说话和听写之间的相互关系
DOI：
10.58680/rte198615598
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发表时间：
1986
影响因子：
2.2
通讯作者：
A. Dyson
中科院分区：
文献类型：
--
作者：
A. Dyson
在一项共同的学校活动的背景下，这项研究检查了幼儿在谈话，图片和书面文字中表达的含义，重点是孩子们如何在一个撰写事件中绘制这三个事件。在公立学校幼儿园的五个月内，数据收集平均每周两次。收集的数据包括儿童的绘制和指示产品，录音录制了绘画时的儿童演讲及其命令的录音以及观察笔记。该研究的发现说明了儿童通过绘画和谈话对想象中的世界的探索，同时，孩子在将这些世界转移到文字上时面临的潜在问题。五岁的瑞秋（Rachel圣诞树。她正试图到另一侧给她的小宝贝。 。 。她正试图让她的'因为她可能会受伤。她只是一个小女孩。他们看到了一个。我不知道该如何写[绘图]。有了一张纸和一盒蜡笔，像雷切尔这样的许多年幼的孩子不仅开始塑造线条和颜色，而且还可以创造出想象中的世界，时空世界以及演员，对象和行动。现在，该图被视为幼儿的主要写作策略（Graves，1983； Newkirk＆Atwell，1982），一种“语言艺术”（Baghban，1984）。然而，对绘图之间的联系，随附的谈话和书面文字几乎没有理解。孩子们如何通过谈话和绘画来创造世界，以及这些世界在文本中的容易？这项工作的支持是由加州大学 - 伯克利大学教育学院分发的Spencer Foundation的种子赠款提供的。此处表达的解释是我自己的。我感谢Sarah Freedman，Celia Genishi以及RTE编辑和审稿人的有益评论。我还要感谢维多利亚·珀塞尔·盖茨（Victoria Purcell-Gates）在该项目的最初阶段的大力帮助。英语教学的研究，第1卷。 20，第4号，1986年12月
Within the context of a common school activity, this study examined the meanings young children express in talk, pictures, and written text, focusing on how children draw upon all three in one composing event. Data collection took place an average of twice per week over a five-month period in a public school kindergarten. Collected data included the children's drawn and dictated products, audiotaped recordings of the children's talk while drawing and of their dictations, and observational notes. The study's findings illustrate children's exploration of imagined worlds through drawing and talk, and, at the same time, the potential problems children face in transferring those worlds to text. Five-year-old Rachel is engrossed in the drama unfolding before her, as she draws and tells a story about a distraught mother on Christmas day: And she [the mom] couldn't find the door ... the way to find that Christmas tree. She was trying to get to the other side to get her little baby. . . And she was trying to get her 'cuz she might get hurt. She's just a little bitty girl. And they saw a No. I don't know how to write [draw] that. Given a sheet of paper and a box of crayons, many young children, like Rachel, begin to shape not only line and color but language too as they create imagined worlds, worlds of time and space, and of actors, objects, and actions. This drawing is now viewed as a major writing strategy for young children (Graves, 1983; Newkirk & Atwell, 1982), a kind of "language art" (Baghban, 1984). Yet, there is little understanding of the connections among drawing, its accompanying talk, and written text. How exactly do children create worlds through talk and drawing, and how easily can those worlds be contained in text? Support for this work was provided in part by a seed grant from the Spencer Foundation, distributed by the School of Education, University of California-Berkeley. The interpretations expressed herein are my own. I thank Sarah Freedman, Celia Genishi, and RTE editors and reviewers for their helpful comments. I also thank Victoria Purcell-Gates for her considerable help in the initial stages of this project. Research in the Teaching of English, Vol. 20, No. 4, December 1986