Making Sense of Children's Drawings

By A. Anning, Kathy Ring. 2004

297 citations recorded by the source corpus.

How researchers see this paper

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Communicating and Thinking Through Drawing Activity in Early Childhood (2014, background): “…as important and get favorable responses from others or—all the more—when drawing activity is recognized and promoted by their environment as a communicative practice and a tool of thinking, then children are much more likely to use it as a means of learning (Anning & Ring, 2004; Ring, 2006).”
Making meaning: children’s perspectives expressed through drawings (2009, background): “Peers are also important, with many children drawing in the company of others (Anning, 2002; Anning & Ring, 2004).”
Studying meaning in children’s drawings (2010, background): “Corresponding author: Marit Holm Hopperstad, Queen Maud University College of Early Childhood Education, Th. Owesens gt. 18, N-7044, Norway Email: mah@dmmh.no Children bring with them a range of skills for visual meaning-making as they enter school (Anning and Ring, 2004).”
Explaining ‘I Can’t Draw’: Parallels between the Structure and Development of Language and Drawing (2012, background): “From birth until puberty, children consistently improve in drawing ability [Kindler & Darras, 1997; Lowenfeld, 1947; Willats, 2005], but they face a ‘period of oppression’ between ages 11 and 14, when their progression abruptly slows and stagnates [e.g., Davis, 1997c; Davis & Gardner, 1992;…”