Próba implementacji techniki rysunku na dowolny temat na grunt praktyki pedagogicznej
An attempt of implementing a drawing technique on any topic to the ground of pedagogical practice

Summary/Abstract: A drawing on any subject is a symbolic message and should be interpreted this way. This is achieved by an analysis based on evaluation criteria which are fluctuating and dependent on the researcher’s intentions. Understanding such drawings should proceed similarly to the understanding of all products of spiritual culture. The basis for understanding the products of culture is an interpretation, which consists in reading the meanings of symbols present in tradition (myths, fairy tales) and contemporary child’s culture (fairy tales, virtual world, media). Its purpose is to get to know and understand the child. In the work of a pedagogue, the interpretation of a child’s drawing includes searching for its meaning through reading the meanings of symbols appearing in mutual relations. It is an interpretation of a pedagogue serving the identification and understanding a child, and is subject to reinterpretation and change. The aim of the article is to present the method of using the drawing technique on any topic in research on the developmental needs of younger school-age children. The article describes the selection of criteria for assessing a drawing on any topic, based on the suggestions of other authors and the author’s thoughts. The results of research carried out in a group of children at a younger school age using the described technique are presented. On their basis, it can be concluded that drawing on any topic is a technique that can be used in pedagogical practice, but it requires the application of certain rules.Drawing on any topic is a technique that can be used in the work of a teacher, but it requires application of certain rules. They concern the purpose of using the technique (getting to know the child), the way of interpretation (based on the meaning of symbols) and having appropriate competences (the so-called hermeneutic).

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