1. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Principles of cultural-historical research methodology: what is it and how it works? Ass Prof Nikolai Veresov (Monash University) Dr Noella Mackenzie (Charles Sturt University) Dr Denise Chapman (Monash University) ISCAR Conference Sydney 2014

2. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Supporting the emergent writer’s transition from sign creation to sign use during the first year of school. Dr Noella Mackenzie, Charles Sturt University, NSW, Australia

3. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education From sign creation to sign use ‘the act of composing - the deliberate manipulation of meaning – occurs first in more directly representative media, among them gesture, play and drawing’, as children create messages using ‘multiple symbolic media’ (Dyson, 2001,p.129). Noella Mackenzie

4. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education When children start school...... usually able to create spoken and visual texts (drawings) but have limited skills in written text creation (writing). (Mackenzie & Veresov, 2013) Noella Mackenzie

5. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education GENETIC (cultural-social genesis) GENETIC RESEARCH (theory + method) GENETIC RESEARCH METHODOLOGY (principles) Theoretical Framework: Genetic research methodology (GRM)

6. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Data source 10 Kindergarten classrooms 10 Kindergarten teachers 60 Kindergarten children (6 per class, random) 26 girls, 34 boys Age range 4.07 – 6.02 at start of school Noella Mackenzie

7. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Results the study identified positive outcomes for all children related to progress, confidence, writing complexity, behavior and attitude, only the results pertaining to student progress and writing complexity are discussed here. Noella Mackenzie

8. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Noella Mackenzie

9. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Noella Mackenzie

10. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Noella Mackenzie

11. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Noella Mackenzie

12. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Noella Mackenzie

13. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Noella Mackenzie

14. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Noella Mackenzie

15. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Noella Mackenzie

16. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Noella Mackenzie

17. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Noella Mackenzie

18. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Noella Mackenzie

19. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Noella Mackenzie

20. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Noella Mackenzie

21. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Noella Mackenzie

22. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Noella Mackenzie

23. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Noella Mackenzie

24. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Noella Mackenzie

25. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Noella Mackenzie

26. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Conclusion At the beginning of the experimental series, children used their own sign systems (drawings) as tools of storytelling. Noella Mackenzie

27. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Conclusion At the end of the experiment (towards the end of the first six months of school) children had made significant progress in learning how to use conventional sign, with written texts and drawings working together to create quite complex texts. Noella Mackenzie

28. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Significance If children are not encouraged or allowed to use existing forms of sign creation (drawing) while being introduced to conventional written speech, meaning- making may be artificially interrupted. Noella Mackenzie

29. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Significance Multimodal texts – more than one mode Drawing (visual mode) + speaking (oral mode) + writing (print mode) = complex texts. Noella Mackenzie

30. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Paper: Mackenzie, N.M., & Veresov, N. (2013). How drawing can support writing acquisition: Text construction in early writing from a Vygotskian perspective, Australasian Journal of Early Childhood, 38(4), 22-29. Noella Mackenzie

31. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Contact details: Dr Noella Mackenzie Senior Lecturer | School of Education, Charles Sturt University Albury, Researcher, Research Institute for Professional Practice, Learning and Education [RIPPLE] Po Box 789, Albury, NSW 2640, Australia Tel: +61 2 60519405 Email: nmackenzie@csu.edu.au Web page: http://www.csu.edu.au/faculty/educat/edu/staff/profiles/lecturer s/noella-mackenzie click hereclick here Noella Mackenzie

32. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Selected further reading Mackenzie, N.M. (2014). Transitions to school and emergent writers. In B. Perry, S. Dockett & A. Petriwskyj (Eds.), Transitions to school: International research, policy and practice (pp. 89-102). London: Springer. Mackenzie, N.M., & Veresov, N. (2013). How drawing can support writing acquisition: Text construction in early writing from a Vygotskian perspective, Australasian Journal of Early Childhood, 38(4), 22-29. Mackenzie, N.M. (2011). From drawing to writing: What happens when you shift teaching priorities in the first six months of school? Australian Journal of Language & Literacy, 34(3), 322-340. Mackenzie, N.M (2009) Becoming a writer: Language use and ‘scaffolding’ writing in the first six months of formal schooling. Journal of Reading Writing & Literacy, 4(2), 46-63. "Clip art licensed from the Clip Art Gallery on DiscoverySchool.com" http://school.discoveryeducation.com/clipart/clip/ani_thinkingcap.html# Noella Mackenzie