Hattingh, L (2011) Representations of meaning. In: The United Kingdom Literacy Association (UKLA) 47th International Conference, 15 - 17 July 2011, University of Chester, Chester.
Three to eight year old children demonstrate their identity and their meanings through their symbolic representations at home, in nursery and at school. Role play, drawings, cut-outs and selected artefacts and found objects are some of the methods and contexts children employ to express their voices and to build theories of action through reflection and representation of their thoughts, experiences and feelings. Together with freely available resources, children's spontaneous and creative actions provide them with opportunities to draw on their own life experiences. Their representations give an insight into the way they construct their world and make it visible: using what they know, calling on their own cultural experiences, and interpreting it in their own way. This paper reports on a study which explores the ways in which children use their artefacts and symbolic behaviour to make visible their thinking and ideas, and the ways in which adults construct meaning from the children's activities. It draws principally on the work of Freire (1970), Pahl (1999, 2010) and Kress (1997) in an analysis of the children's literacy practices in the form of their symbolic representations.
|Item Type:||Conference or Workshop Item (Paper)|
|Subjects:||L Education > LB Theory and practice of education > LB1501 Primary Education|
|Divisions:||Institute for Education|
|Date Deposited:||14 Jul 2014 11:43|
|Last Modified:||14 Jul 2014 11:43|
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