Research On Children’s Drawing-telling During The Kindergarten Drawing Activities

Kindergarten drawing education, a part and parcel of the kindergarten art education, plays an irreplaceable role in the development of children’s physical and mental development. The author confined the topic to the "drawing-telling" based on the overview of related foreign and domestic documents. The qualitative approach is adopted in the research, and a narrative research is conducted to present the stories of "children’s drawing-telling" during the kindergarten drawing activities. Second, the author intends to gain experience from children’s "drawing-telling" and "tales", to tap the hidden educational significance. The thesis is more than a presentation of vivid stories, instead, it focuses more on the hidden significance, i.e. the value of "drawing-telling" on children’s development. On one hand,"drawing-telling" reflects children’s aesthetic consciousness, gives full expressions to their emotions, activate thinking, excites imagination and creation. On the other hand, the aesthetic consciousness reflected from "drawing-telling" contributes to the understanding of children’s drawing, through which adults can learn about the importance of respect on children’ s expressions, and hence strengthens their relationships. Especially in the kindergarten drawing education,"drawing-telling" can help teacher to affirm the teaching objectives, reasonably choose teaching content, optimize the organization of teaching activities and make comprehensive evaluation on children’s work. Important as "drawing-telling" is, how should we realize its value in the kindergarten drawing activities? How should we provide an favorable environment for "children’s drawing-telling" in which they can touch and appreciate drawing, present and create beautiful works? The author conducted an analysis of the current situation and existent problems in the " drawing-telling " among the kindergarten drawing activities to uncover the reasons, and hence proposed suggestions for further study. The research consists of five parts:The first part is a general introduction to the origin of the study, definition of concepts, literature overview and research approaches.The second part elaborates on the importance of "drawing-telling", which will be excavated through interviews, observations and the pedagogical diary of researchers. The third part demonstrates the current situation of kindergarten drawing activities.The fourth part introduces the factors that concerns the "children’s drawing-telling", with a focus on the teacher’ s side, which is the major adult influence on "children’s drawing-telling"The fifth part puts forward suggestions on how can teachers act to support "children’s drawing-telling" during drawing activities, which is bifold as follows:first is to change teachers’philosophy of teaching; second is to enhance teaching skills in supporting "children’s drawing-telling" during drawing activities.