Drawing as Social Play: Shared Meaning‐Making in Young Children's Collective Drawing Activities

Abstract

AbstractThe ability to construct shared meaning with peers is important for young children's social and linguistic development. Previous studies have mainly focused on shared meaning‐making within cooperative pretend play with little mention of other childhood activities that might promote intersubjectivity. This study investigated the group play that occurs within young children's open‐ended drawing activities and how this encourages the development of shared meaning. One preschool class of 4–5 year‐old children was observed over eight 1 hour free play sessions. During each session, the children were presented with a variety of drawing materials and large drawing surfaces. No restrictions were placed on the number of children that could participate, or the subject matter of the drawings. The findings support the notion that group drawing can be understood through theories of socio‐dramatic play. The children initiated and maintained shared meaning through the use of common knowledge, and applied various verbal and non‐verbal communication strategies to advance the joint theme. This study supports the integration of open‐ended drawing activities in early childhood environments.