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Elisabet Malmström A dot can be an eye or on behalf of a deaf child it can signify an ear. The horizontal outline in this context might signify the pages in a closed book, and vertical lines that someone is turning over the pages of a book. It also signifies hair that stands up because the person is happy or angry. Another example of a vertical line is the teacher’s finger pointing straight up to the blackboard arranged with numbers. In this school context this strengthened the message of mediation. The human being in the picture is the teacher! The cross on the human being to the right in Figure 2 combines the horizontal line and the vertical; all the examples to strengthen the intentional message, content and qualified meaning. It is bad not to know! Diagonals are used to signify a desk with a lid you can open. The children understand that diagonals express movement and not a static state. This function of the diagonal is part of pre-theoretical knowledge but becomes conscious in sign-action and in reflection upon the sign for the discovery with meaning. A depicted hand used for either writing or to turn pages in a book or waving is made with roundness; fingers like a flower. A round filled-in circle is a hand that causes trouble. When children are younger the use of roundness is not differentiated, but in these examples it is used to differentiate moves, feeling and form. A mouth line is happy or sad and spirals are made to differentiate curly hair from straight. The children in the study often create play-signs for written language. They use and draw eight different functional methods; signs in books, on the blackboard or in speech bubbles. One method is used when the child for example combines figures and letters and another method is a zigzag line. One child could use several conventional ways for conveying the idea of writing, for example, a proposition with subject and predicate, its name or nonsense signs. By using the same method twice or more the child might indicate a learning method. The children in the study often create play-signs for mathematical language. They use three methods; systems of numbers on the blackboard, single numbers on the blackboard or numbers that have in some way a guiding function, such as the figure on the door. Twenty-three of all children use the element of a clock. The clock in the drawings does not look like a modern one, which could be interpreted more as a symbol of starting school, in which more attention must be given to time limits. The significations differ depending on the placement of the clock; as depicted on the school building for all people to look at, or depicted on the wall in the classroom, guiding the children who are studying. People pay attention to time in our culture. Children know at this age in general that an element which is far away in reality should be pictured as small in size. A profile indicates that a person has turned around to talk with another person. A distance between elements of grass and a human being suggests that a person is jumping up in the air and what is hiding the scene is in front of it. Children have an intuitive feeling for central perspective. What you cannot see in the picture still exists. 118
Beyond the word, within the sign: Inquiry into pre-school children’s handmade pictures about schooling The Teachers’ Reactions to the Act of Drawing The teachers made observations about the children’s comments and thoughts during the process of picture-making. The focus of the comments represented a wide variation. Confronted with the children’s pictures, the teachers can gain new knowledge on which to reflect, as expressed in the following words: Incredible that they could be thinking about so many different things! They even reflect on gender! Remarkable what a child can gather from instruction! To me it has been very interesting because this has made me understand a lot about development. A general impression is that the children have a very blurred impression of schooling. It is surprising that the children do not seem to think much about school. The teachers comment on the study as follows: 52 teachers (43%) think that the drawing activity has advantages, 52 teachers (43%) think that the drawing activity has advantages and drawbacks and 17 (14 %) think that the drawing activity has drawbacks. Has advantages. The teachers find the inquiry interesting. They like it and will repeat it with new children. The children find it very exciting and eagerly want to start drawing at once. The teachers seem surprised and happy about really seeing the children’s thoughts in the pictures. The children show approval of the opportunity to choose among different colours and materials. They show a strong interest in discussing the subject which is sometimes more important than the picture they draw. The act releases their thoughts! The children are very interested and exert themselves to the utmost. They really focus on the subject. They seem to like the idea of starting school! The exercise inquiry is very positive; “The children are excited and I myself think it was interesting and fun!” Has advantages and drawbacks. The teachers think that most of the children are quite motivated, and that the children talk much a lot their drawings if they have the opportunity to do so. But some children do not understand the instructions and have some difficulty in thinking further on and “they have to sit there thinking for a long time”. Has drawbacks. The teachers believe that most of the children think it is difficult. The instruction may be too abstract or the children may not have started to think about school yet. Their spontaneity and engagement in drawing faded away; “The children looked very thoughtful”. 119
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Editorial Per-Olof Erixon, Editor E
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THEMATIC SECTION HISTORY TEXTBOOK R
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