Investigating children's learning through dance and
drawing-telling, Dance-Play and Drawing-Telling as Semiotic Tools
for Young Children's Learning provides a unique insight into how
these activities can help children to critically reflect on their
own learning. Promoting the concept of dance and drawing-telling as
highly effective semiotic tools for meaning-making, the book
enlivens thinking about the extraordinary capacities of young
children, and argues for the incorporation of dance and drawing in
mainstream early childhood curriculum. Throughout the book,
numerous practice examples show how children use movement, sound,
images, props and language to imaginatively re-conceptualize their
everyday experiences into bodily-kinesthetic and spatial-temporal
concepts. These examples illustrate children's competence when
given the opportunity to learn through dance and drawing-telling,
as well as the important role that teachers play in scaffolding
children's learning. Based on award-winning research, this
insightful and informative book makes a sought after contribution
to the field of dance education and seeks to reaffirm dance as a
powerful learning modality that supports young children's
expressive non-verbal communication. Encouraging the reader to
consider the significance of multi-modal teaching and learning, it
is essential reading for researchers in the dance, drawing and
education spheres; postgraduate students taking courses in early
childhood; play and dance therapists; and all early childhood
teachers who have a specific interest in arts education.
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