What mothers do: everyday routines and rituals and their impact upon young children’s use of drawing for meaning making

Abstract

This paper draws upon evidence from a three‐year longitudinal study of young children drawing across home, pre‐school and school. The study shows how the belief systems of significant adults and more able peers/siblings impact upon the child’s access to, use of and beliefs about drawing. Concentrating upon the children when in the Foundation Stage (aged between three and five), the paper highlights:

• the importance of the mother’s role in organizing the home space, the child’s time and his or her access to materials;

• gendered responses to an environment in which the mother is a constant presence in comparison with the limited presence of the father.