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International Journal of Early Years Education Volume 5, 1997 - Issue 3
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Original Articles

On the Narrative Nature of Young Children's Iconic Representations: Some evidence and implications

L'aspect Narratif des Representations Iconiques des Enfants en Bas #afAge—Résultats et implications

Sobre la Naturaleza Narrativa de las Representaciones Icónicas de los Infantes: Algunas evidenciase implicaciones

Bert van Oers Department of Education, Free University Amsterdam, Van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands
Pages 237-245 | Published online: 02 Nov 2010

Citations (14)

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Read on this site (8)

Nicola Friedrich, Christine Portier & Shelley Stagg Peterson. (2021) Investigating the transition from the personal signs of drawing to the social signs of writing. International Journal of Early Years Education 29:1, pages 56-74.
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Jo Deguara & Cathy Nutbrown. (2018) Signs, symbols and schemas: understanding meaning in a child’s drawings. International Journal of Early Years Education 26:1, pages 4-23.
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Cathy Nutbrown. (2013) Conceptualising arts-based learning in the early years. Research Papers in Education 28:2, pages 239-263.
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Marit Holm Hopperstad. (2008) Relationships between children’s drawing and accompanying peer interaction in teacher‐initiated drawing sessions. International Journal of Early Years Education 16:2, pages 133-150.
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Elizabeth Carruthers & Maulfry Worthington. (2005) Making sense of mathematical graphics: The development of understanding abstract symbolism. European Early Childhood Education Research Journal 13:1, pages 57-79.
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Geerdina M. Van der Aalsvoort , Annemarie M. Van Tol & Arjette M. Karemaker. (2004) Social play of young children at‐risk of learning difficulties: a situated performance?. International Journal of Disability, Development and Education 51:2, pages 151-169.
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EeljeF. Dijk, Bert van Oers & Jan Terwel. (2004) Schematising in early childhood mathematics education: Why, when and how?. European Early Childhood Education Research Journal 12:1, pages 71-83.
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Bert van Oers. (1999) Quality of diagnostic teaching abilities in early education. European Early Childhood Education Research Journal 7:2, pages 39-51.
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Articles from other publishers (6)

Uwe Gellert & Götz Krummheuer. 2019. Traditions in German-Speaking Mathematics Education Research. Traditions in German-Speaking Mathematics Education Research 201 222 .
Jennifer Noll, Kit Clement, Jason Dolor, Dana Kirin & Matthew Petersen. (2018) Students’ use of narrative when constructing statistical models in TinkerPlots. ZDM 50:7, pages 1267-1280.
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Lieven Verschaffel, Mark Reybrouck, Goedele Degraeuwe & Wim Van Dooren. (2012) The relative importance of children’s criteria for representational adequacy in the perception of simple sonic stimuli. Psychology of Music 41:6, pages 691-712.
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Götz Krummheuer. (2013) The relationship between diagrammatic argumentation and narrative argumentation in the context of the development of mathematical thinking in the early years. Educational Studies in Mathematics 84:2, pages 249-265.
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Amy MacDonald. (2013) Using Children's Representations to Investigate Meaning-Making in Mathematics. Australasian Journal of Early Childhood 38:2, pages 65-73.
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Bert van Oers. (2009) Emergent mathematical thinking in the context of play. Educational Studies in Mathematics 74:1, pages 23-37.
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