Date of Award

5-1989

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

Abstract

This study was designed to examine young children's art in the development of their literacy. Twenty children, involved in a literature-based art program, were observed and interviewed after the completion of various literacy episodes involving their art work. The children's art work was classified and described according to the characteristics of the literacy episodes and the samples that were produced. The responses to the interview questions were " descriptively analyzed. The results of this study indicate a strong interaction of reading, writing, listening, speaking, and children's art work in their literacy development. Children like to draw at home as well as school. They prefer to make their own decisions about their art work but family and friends significantly influence their decisions. Their creative expression leads to the kind of self-esteem and confidence necessary for success in any learning situation. Art expression was viewed as a learning process that enhanced their comprehension development, cognitive development, and language development. Children felt that their art work was important but few children internalized the significance. Children's art work in the classroom can support their reading, writing, and language development. Art expression opportunities should be provided in all activities and should be considered an alternate from of communication. This study's findings yield insight into the importance of young children's art in the development of their literacy. Longitudinal research is necessary to comprehend the developmental nature of this mode of learning in relation to reading, writing and language development over a longer period of time.

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