Children’s views have often been supplementary to those of adults in research on children’s lives. With growing awareness of the Rights of the Child, children are being engaged as experts in their own lives, that is, young people who have valid perspectives on the things that matter and are important to them. In this study, a draw–write–tell activity was used to capture children’s understandings of transition to school. A Vygotskian view of drawing was adopted, with drawing used as a mediating tool for children to make meaning of experiences and thoughts and express these to others. Children’s drawings and explanatory narratives were thematically analysed in a social constructivist paradigm. Children shared their friendships and feelings about aspects of school and home, and their growing awareness of school life. Drawings were supported as a useful tool for understanding children’s views of transition to school and capturing changes in their feelings, knowledge and independence at this important time.

中文翻译：

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儿童绘画在过渡到学校时说出一千个单词

在儿童生活研究中，儿童的观点通常是对成年人观点的补充。随着对儿童权利意识的增强，儿童正成为自己生活中的专家，即年轻人，他们对重要和对他们而言重要的事情具有有效的观点。在这项研究中，使用了“写写”活动来记录孩子对上学的理解。采取了维果斯基的绘画观点，绘画被用作儿童理解经验和思想并向他人表达的中介工具。在社会建构主义范式下，对儿童的绘画和说明性叙述进行了主题分析。孩子们分享了他们对学校和家庭方面的友谊和感受，以及对学校生活的认识。