conclusion
In this review of literature, while consulting the experts, I tentatively dissected the
structures of language and art into the three components of syntax, semantics and
pragmatics (or simply: form, content and social context) However, it is important that I
maintain that, as Bruner (1983) stated, “these three facets of language [and of art]... are
obviously not and logically could not be learned independently of each other... [They]
seem to be learned interdependently as one actually observes the process in real life (p.
18).” The literature reflects the importance of the semantics of child art or the meanings
that are revealed through visual and verbal language: subject matter as a reflection of
interests, visual narrative and art as representations of knowledge and emotion.
Also of great importance to this study is the pragmatics (or social context) of
language and art in early childhood. The literature defines both language and art as
communication systems that utilize symbols (verbal and visual) to express meaning.
Given this to be true, both language and art have capabilities for expression or
communication, separately and in conjunction with one another. Many researchers
assert that young children use oral language as an important part of their art making
activities.
It is apparent that the semantic and pragmatic aspects of child art are closely related
because meanings (semantics) are so often revealed through social discourse
(pragmatics). With young children, the social aspect of art making--specifically, their
oral language--discloses meanings that their visual representations alone are not
able to convey because of limitations in graphic development. I have described how
this phenomenon has been observed and utilized as a teaching tool in the schools of
Reggio Emilia, an important model in early childhood education. The significance of
context in the interpretation of young children’s language and the manner in which
children use language in social situations were also addressed.
suggestions for Further research
This article is mainly a review of foundational literature but also touches on more
recent works of those interested in the relationship between art and language in early
childhood. It is not a comprehensive review nor is it an up-to-the-moment account of
the latest research. However, I believe it will serve to continue the ongoing dialog of
educators and scholars who are interested explore the complementary symbol systems
of visual art and written and oral language in early childhood.
I encourage early childhood and art educators to further investigate the language
and artistic processes that communicate young children’s perspectives on life, their