Redefining the role of drawing activity in young children's learning through a collaborative professional development project

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Published: Dec 17, 2019
DOI: https://doi.org/10.12681/dial.21996
Keywords:
Continuous professional development observation and documentation collective reflection early childhood education
Μαρία Παπανδρέου
Aristotle Univeristy of Thessaloniki
Abstract

This study presents a seven-month professional development program which sought to empower 12 preschool teachers in their educational planning taking into account the opportunities drawing activity offers to young children for thinking, communication, and learning. Systematically observing and documenting drawing events in their classrooms, which were analysed through collective reflection in the supportive environment of group meetings, the teachers co-designed, implemented and evaluated innovative projects to capitalize on and enhance children's drawing activity.

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  • Presentations of Innovative Programs
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Author Biography
Μαρία Παπανδρέου, Aristotle Univeristy of Thessaloniki
Assistant Professor, School of Early Childhood Education, Aristotle University of Thessaloniki
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