| dc.description.abstract | This
paper
considers
the
drawing
responses
of
five
young
children
(aged
between
five
and
six)
when
invited
to
observe
a
hippeastrum
plant.
The
drawing
activity
began
with
a
brief
verbal
introduction,
after
which
the
children
could
complete
their
drawings
however
they
liked.
The
drawing
process
was
observed
and
recorded
by
running
record
and
the
analysis
of
the
data
(i.e.,
observation
notes,
drawings,
research
conversation
transcripts)
was
made
using
an
interpretive
lens,
guided
by
socio-‐
cultural
theories.
I
found
that
although
each
child
‘‘observed’’
the
same
plant,
their
drawings
-‐
and
their
drawing
processes-‐had
unique
features
reflecting
their
individual
identities.
Additionally,
despite
the
small
sample
size,
some
gender
and
age
differences
were
also
notable.
The
data
presented
here
are
part
of
a
larger
study
looking
at
the
communicative
potential
of
young
children’s
drawings
in
a
Reception/Year
One
class
in
a
rural
school
in
the
South
West
of
England
(Hall,
2010). | en_GB |
