ABSTRACT

This chapter is about the home/school dimensions of making marks on paper and on electronic screens. Research has often explored how children learn to paint and draw; similarly, there have been several studies on the development of writing in pre-school children. This chapter not only brings the two strands of research together, but adds another dimension: the use of multimedia packages by pre-school children to compose. The chapter draws, then, on existing research in the area – particularly over the last 25 years – and an empirical research project by the author in which all the graphic output of a four-year-old child over a six-month period has been collected and studied.