Children's Drawing and Writing

The Remarkable in the Unremarkable

Nonfiction, Reference & Language, Education & Teaching, Preschool & Kindergarten, Elementary
Cover of the book Children's Drawing and Writing by Diane Mavers, Taylor and Francis
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Author: Diane Mavers ISBN: 9781136919596
Publisher: Taylor and Francis Publication: June 23, 2011
Imprint: Routledge Language: English
Author: Diane Mavers
ISBN: 9781136919596
Publisher: Taylor and Francis
Publication: June 23, 2011
Imprint: Routledge
Language: English

Children’s everyday drawing and writing are paradoxical: charmingly engaging, yet seemingly unremarkable in their ordinariness. This book takes a very close look at what passes by largely unnoticed at home and in school: copying, texts fleetingly present then gone, a picture drawn after the valued work of writing has been completed. Examining features of children’s text making that are commonly disregarded because of their very ordinariness, or dismissed as mistakes because they are flawed or lacking, the book examines features such as shading, arrangement and forms of shorthand, and uncovers an intensity of effort in the making of meaning. In decisively shifting the focus away from insufficiency to what children can do and to the ‘work’ they invest in the texts they make, the lens taken here reveals resourcefulness and purposiveness. The unremarkable turns out to be remarkable. This has the most profound implications for what takes place at school, and beyond.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Children’s everyday drawing and writing are paradoxical: charmingly engaging, yet seemingly unremarkable in their ordinariness. This book takes a very close look at what passes by largely unnoticed at home and in school: copying, texts fleetingly present then gone, a picture drawn after the valued work of writing has been completed. Examining features of children’s text making that are commonly disregarded because of their very ordinariness, or dismissed as mistakes because they are flawed or lacking, the book examines features such as shading, arrangement and forms of shorthand, and uncovers an intensity of effort in the making of meaning. In decisively shifting the focus away from insufficiency to what children can do and to the ‘work’ they invest in the texts they make, the lens taken here reveals resourcefulness and purposiveness. The unremarkable turns out to be remarkable. This has the most profound implications for what takes place at school, and beyond.

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