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Visual Communication, Vol. 7, No. 1, 77-96 (2008)
DOI: 10.1177/1470357207084866

How children make meaning through drawing and play

Marit Holm Hopperstad

Queen Maud's College of Early Childhood Education, Trondheim, Norway, marit.hopperstad{at}dmmh.no

This article presents studies of 5—6-year-old children in year one in a Norwegian primary school as they develop and engage in drawing-related play within teacher-initiated drawing sessions. The author discusses the quality of the children's play from a semiotic point of view and reflects on play as a possible learning context for drawing. Elevating drawing and play to the same prominent position as images in contemporary texts, she demonstrates how they can be used to support children's competence in interpreting the visual mode as well as using it to convey meaning.

Key Words: children's drawings • play and school • visual meaning making


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