| Abstract: | This article is prompted by Fielding's research (1994) into Vygotsky's theories (1986), and his request ‘to seek to establish a relationship between language and drawing’, in particular his citing that Harris ‘... calls for further research to be undertaken with a view to determining whether or not there is a direct and necessary relationship between the two human abilities’ (1963, p. 191). The article reports on classroom action research, carried out at the University of Liverpool, England, by primary, Post Graduate Certificate of Education students, into three different strategies to teach primary children drawing, one of which employed language. This approach has been developed over a number of years. The data arising from the students research has provided powerful insights into the characteristics of language strategies which most successfully promote learning in children. |
