Drawing as Thinking: Theory Drawing
This Drawing as Thinking series has been developed in response to an online conversation with Debi Keyte-Hartland. Each module in this five-part series invites educators to re-visit their assumptions and beliefs about children’s drawing, and to apply their insights uniquely to their work with young children.
In this fourth module of Drawing as Thinking, Debi introduces the idea of theory drawing. With examples from her own experiences with children, Debi offers insights into how educators can deepen children’s wonderings and theory making by posing questions, offering carefully considered drawing materials, and listening without judgement for the ideas that are meaningful to each child.
In Module 4 of this series, we critically consider:
- Why children’s theory making is important.
- How educators can help children use drawing to think, explain, and theorize.
- The ‘language of materials’ when offering children opportunities to draw their theories.
Debi Keyte-Hartland is an early years expert and TedX speaker with over 25 years of experience working across the United Kingdom in schools and with educational organizations. She has worked internationally with schools in China, Singapore, Brazil, Switzerland, Norway, Senegal, and Sweden.
This module includes:
- Five video presentations
- Three reflective activities for individual and/or group refection
- Template and sample observation and planning tool
- Additional information, resources, and sources for further study
- Certificate of participation
- Lifetime access
All reflective activities and supplementary materials in this module are downloadable.
How much time does this module take?
This module offers 60-75 minutes of professional learning.
Modules may be shared with educators in a single time block or broken into smaller time chunks to guide professional learning over time. Modules may also be offered using a hybrid approach (e.g., videos and initial reflections accessed online individually at times convenient to each participant; then discussed in synchronous time as a group in-person or online.)
The amount of professional learning time will depend on variables set by individuals and/or facilitator:
- Whether all or only some of the components of this module are accessed and discussed in synchronous time with others.
- The amount of reflection time the facilitator allows in large or small group discussions.
- Whether none, some, or all the additional resources in the supplementary materials are accessed.
- The number of participants who engage in this professional learning together in synchronous time.
- Packages are copyrighted by Inspired to Learn.
- The purchase of each Community of Learning Module entitles the purchaser to use the material for in-person educational gatherings within their organization and reproduce worksheets for distribution
- eCourse material may not be redistributed electronically.
- For online learning cohorts, each participant must create an account and purchase individual access to the eCourse material.
- Discount coupon codes and bulk purchase plans are available for groups of 5 or greater by submitting an inquiry to email@example.com.
- Business-for-profit use is prohibited.