Drawing, as a language, is a creative act developed from the child's dialogue with the elements of reality and the people around them. In early childhood education, it is also a representation, as well as being pre-written. The research aimed to discuss teacher mediation in early childhood education during children's interaction when drawing. It was based on theorists such as Iavelberg (2013), Rinaldi (2024), Vecchi (2017) and Vygotsky (2000, 2006; 2007). The focus group technique was used with seven teachers from an early childhood education school in São Luís do Maranhão/Brazil. The results were analysed from a qualitative point of view and it was found that in the act of drawing, the interaction between the children influences the choice and decision of what to draw, and that they imitate their classmates' images. This event was considered by the teachers to be detrimental to learning. Other results showed teacher intervention in the act of drawing through what they reported as ‘making a lot of noise,’ during child interaction, and also the act of holding the child's hand to draw. The reproduction of the children's drawings on the blackboard and the archiving of the productions in envelopes or portfolios as documents to be given to families were other scientific findings. The study concluded that the teachers mediated the interaction between children when they were drawing, but that they stereotyped the children's actions and mechanised their drawings, inhibiting creativity and the exchange of knowledge between the children.

Authors:
Karla Raquel Lima Pereira, Universidade Federal de São Carlos, Brazil
Fernando Donizete Alves, Unniversidade Federal de São Carlos, Brazil
Aline Sommerhalder, Universidade Federal de São Carlos, Brazil

About the Presenter(s)
PhD student in Education at the Federal University of São Carlos (UFSCAR, Brazil), and under a co-tutorship and double degree agreement with the Reggio Childhood Studies Doctorate Course at the University of Modena and Reggio Emilia (UNIMORE, Italy).

Additional website of interest
http://lattes.cnpq.br/7994534434473608

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