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In Children and Pictures, Richard P. Jolley critiques both the historical and contemporary studies conducted in the field of children’s making and understanding of pictures. Some highlights of Children and Pictures are: What develops, and why, in children’s representational and expressive drawing, both in typical, atypical, and cross-cultural populations. The developing relationship between production and comprehension of pictures. Children’s understanding of pictures as symbolic representations. Practical and applied uses of drawings, particularly in clinical and legal settings. Diverse educational practices of teaching drawing across the world. Presenting up-to-date research and pointing towards future topics of study, Children and Pictures brings the study of children’s drawings into mainstream child development studies. This is an edifying resource for students, researchers, practitioners, parents, artists, and educators in the field.
'A direct, dynamic approach to learning for early childhood'--Karla Bronzynski, First-Grade Teacher , Eldora-New Providence School District, IA 'A wonderful resource for using photography across all the developmental domains. This very practical and useful book supports all of its activities with sound developmental practices'--Michelle Barnea, Early Childhood Consultant In the second edition of Picture This, the author explores the expanded photography options that are now available for enriching early childhood instruction. Children are thrilled when they see themselves in pictures, and this book shows teachers how to place them at the center of an exciting visual learning process. Written in a user-friendly format and filled with illustrations, the book provides field-tested and developmentally appropriate photography activities across 10 subject areas, including emerging literacy, physical development, sensory exploration, social studies, math/science, and drama. Each activity offers an objective and description and can be adapted for independent exploration, one-on-one instruction, small groups, and family involvement. Three new chapters discuss: - Ongoing student assessment, the use of standards, and systematic documentation - Activities for children with special needs - The use of photography with toddlers Enrich your early childhood curriculum and fully engage young children through the fascinating world of digital photography.
First Published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.
"The understandings which children have of Indigenous identity provide means by which to explore the ways in which Indigenous identity is both projected and constructed in society. These understandings play a powerful part in the ways in which Indigenous peoples are positioned in the mainstream society with which they are connected. The research presented in this edited collection uses children’s drawings to illuminate and explore the images children, both mainstream and Indigenous, have of Indigenous peoples. The data generated by this process allows exploration of the ways in which Indigenous identity is understood globally, through a series of locally focussed studies connected by theme and approach. The data serves to illuminate both the space made available by mainstream groups, and aspects of modernity accommodated within the Indigenous sense of self. Our aim within this project has been to analyse and discuss the ways in which children construct identity, both their own and that of others. Children were asked to share their thoughts through drawings which were then used as the basis for conversation with the researchers. In this way the interaction between mainstream modernity and traditional Indigenous identity is made available for discussion and the connection between children’s lived experiences of identity and the wider global discussion is both immediately enacted and located within broader international understandings of Indigenous cultures and their place in the world."
What happens when the assumptions and practices of museum curators and art educators intersect with the assumptions and practices of publishing for children? This study explores how over three hundred children's picture books, most of them published in the last three decades in English, introduce children to art and art museums. It considers how the books emerge from and relate to a range of theories and assumptions about childhood and childhood development, children's literature and culture, illustration, visual art, museology, and art education. As well as examining how these theories and assumptions influence what picture books teach young readers about visiting museums and about how to look at and think about art, it examines which artists and artworks appear most often in picture books and offers a survey of different kinds of art-related picture books: ones that claim to be purely informational, ones that make looking at art a game or a puzzle, ones in which children visit art museums, and many more. Since the books all include reproductions of or allusions to museum artworks, the study also considers the problems illustrators face in depicting museum artworks in illustrations in a different style.