"Evil cats" and "jelly floods": young children’s collective constructions of digital art-making in the early years classroom

Sakr, Mona ORCID: https://orcid.org/0000-0003-3057-2758, Connelly, Vince and Wild, Mary (2016) "Evil cats" and "jelly floods": young children’s collective constructions of digital art-making in the early years classroom. Journal of Research in Childhood Education, 30 (1) . pp. 128-141. ISSN 0256-8543 [Article] (doi:10.1080/02568543.2015.1107156)

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Abstract

Digital technologies have the potential to offer new opportunities for children’s expressive arts practices. While adult expectations surround and shape children’s visual art-making on paper in the early years classroom, such expectations are not so established in relation to digital art-making. So how do children make sense of digital art-making when it is newly introduced into the classroom and adult input is minimal? Drawing on a social semiotic ethnographic perspective, this paper explores this question by examining instances of 4-5 year olds’ spoken dialogue around the computer during a week in which digital art-making was first introduced into the classroom. Analysis focused on interactions where children proposed, reinforced or challenged conceptions of digital art-making. These interactions demonstrated that children’s digital art-making was negotiated and constructed through particular processes. Three such processes are presented here: the use of collective motifs and metaphors; attributing ‘expert’ status; and polarizing conflicts. Understanding these processes offers a starting point for thinking about how a new activity like digital art-making can be integrated into the early years classroom and supported by practitioners.

Item Type: Article
Additional Information: Published online: 23 Dec 2015
Research Areas: A. > Centre for Education Research and Scholarship (CERS)
A. > School of Health and Education > Education
Item ID: 14060
Notes on copyright: Attached full text: This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Research in Childhood Education on 23/12/2015, available online: http://www.tandfonline.com/10.1080/02568543.2015.1107156
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Depositing User: Mona Sakr
Date Deposited: 23 Jan 2015 13:17
Last Modified: 14 Jun 2021 20:30
URI: https://eprints.mdx.ac.uk/id/eprint/14060

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