Children’s drawing is an important part of early childhood learning experiences. While young children seem to have little need for drawing instruction, classrooms where drawing features as a central component to curriculum provide material conditions that can sustain its practice. In this paper, I employ a new material heuristic to explore how drawing and the drawings children produce are implicated in the production of pedagogical matter. To do so, I invite readers to visit with a Reggio-inspired preschool classroom where, for the past 3 years, I have participated together with children and teachers in a research relationship focusing on young children’s learning and early childhood pedagogy.

The text of this article is only available as a PDF.
You do not currently have access to this content.