With the view that children are not little adults, that they have their own valid interpretations of the world, Hubbard explores the symbol systems that children create and the ways these systems are integrated into their developing literacy.
While previous examinations of children's drawing have been written from the perspective of the adult researcher, Hubbard uses children as the informants in her ethnography, looks at their intentions, and considers the contexts in which their writing and drawing activities occur. Her conclusions about how children find and link visual and verbal solutions to problems will help teachers create classrooms in which total communication is emphasized so that children find--and make--meaning in their worlds. |
