幼儿自主性绘画及其对身份的理解 [Identity and Young Children’s Drawings]

Abstract

This article highlights the potential of drawing as an ‘‘authoring space’’ for self, and case studies show how two children have used drawing to explore and make sense of their identities in playful ways. Data originates from a larger study looking at the communicative potential of children’s drawings from an infant class in a school in rural South West England. Firstly identity in relation to play and drawing is discussed, followed by: an overview of the research; an introduction to the children and their self-drawings; an analysis of the drawings; and a conclusion, offering theoretical and practical implications.