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Children Draw Talking Around the World.

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Title: Children Draw Talking Around the World.
Authors: McLeod, Sharynne1 smcleod@csu.edu.au, Gregoric, Carolyn1, Davies, Jessamy1, Dealtry, Lysa1, Delli-Pizzi, Laura1, Downey, Belinda1, Elwick, Sheena1, Hopf, Suzanne C.1, Ivory, Nicola1, McAlister, Holly1, Murray, Elizabeth1, Rahman, Azizur1, Sikder, Shukla1, Tran, Van H.1, Zischke, Cherie1
Source: Language, Speech & Hearing Services in Schools. Oct2025, Vol. 56 Issue 4, p1088-1109. 22p.
Subject Terms: *Health services accessibility, *Qualitative research, *Listening, *Attitude (Psychology), *Multilingualism, *Early intervention (Education), *Communication, *Child development, *Speech evaluation, *Art therapy, *Child psychology, *Interpersonal relations, *Language acquisition, *Cultural pluralism, *Child behavior, *Children, Treatment of communicative disorders, Pearson correlation (Statistics), Drawing, Descriptive statistics, Quantitative research, Nonverbal communication, Thematic analysis, Conceptual structures, Social support, Data analysis software, Confidence intervals, Health care teams, Patients' attitudes, Self-perception
Abstract: Purpose: The purpose of this study is to determine how children from across the world draw themselves talking and to apply an interdisciplinary analysis to understand children's perspectives to improve delivery of services. Method: Participants were 200 children from 24 countries who submitted a drawing of themselves talking to someone using the Early Childhood Voices Drawing Protocol. Drawings were uploaded to Charles Sturt University's Children Draw Talking Global Online Gallery. The participants were 2-12 years old (M = 6.13) and spoke 23 languages, and 28.5% of caregivers reported concerns about their children's talking. A 16-member interdisciplinary research team analyzed the drawings using descriptive, developmental, focal point, meaning-making, and systemic functional linguistics transitivity analysis frameworks. Results: Children could draw themselves talking. The participants' age and ability to draw a human figure were strongly correlated. Most participants reported they felt happy about talking and drew themselves talking to one or more conversational partners, with focal points that included body parts and facial expressions, talking and listening, proximity to others, relationships and connections, and positivity and vibrancy. The cultural-historical meaning-making analysis identified 10 themes: relationships, places, actions, natural elements, human-made elements, cultural experiences, logical thinking, emotion, imagination, and concepts. The systemic functional linguistics transitivity analysis identified 71 processes, 134 participants, and 48 circumstances indicating richness in the children's depictions of talking. Conclusions: Children across the world can use drawing to communicate who they talk to (e.g., friends, family, animals, professionals), when and where they talk (e.g., outside, at home), what they talk about (e.g., toys, animals, friends, family), and how they feel about talking (e.g., happy). These insights promote understanding of children's communication and inform how children's insights can be included in assessment and intervention. [ABSTRACT FROM AUTHOR]
Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Children Draw Talking Around the World.
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  Data: <searchLink fieldCode="AR" term="%22McLeod%2C+Sharynne%22">McLeod, Sharynne</searchLink><relatesTo>1</relatesTo><i> smcleod@csu.edu.au</i><br /><searchLink fieldCode="AR" term="%22Gregoric%2C+Carolyn%22">Gregoric, Carolyn</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Davies%2C+Jessamy%22">Davies, Jessamy</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Dealtry%2C+Lysa%22">Dealtry, Lysa</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Delli-Pizzi%2C+Laura%22">Delli-Pizzi, Laura</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Downey%2C+Belinda%22">Downey, Belinda</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Elwick%2C+Sheena%22">Elwick, Sheena</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Hopf%2C+Suzanne+C%2E%22">Hopf, Suzanne C.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Ivory%2C+Nicola%22">Ivory, Nicola</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22McAlister%2C+Holly%22">McAlister, Holly</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Murray%2C+Elizabeth%22">Murray, Elizabeth</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Rahman%2C+Azizur%22">Rahman, Azizur</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Sikder%2C+Shukla%22">Sikder, Shukla</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Tran%2C+Van+H%2E%22">Tran, Van H.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Zischke%2C+Cherie%22">Zischke, Cherie</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Language%2C+Speech+%26+Hearing+Services+in+Schools%22">Language, Speech & Hearing Services in Schools</searchLink>. Oct2025, Vol. 56 Issue 4, p1088-1109. 22p.
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  Data: *<searchLink fieldCode="DE" term="%22Health+services+accessibility%22">Health services accessibility</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Listening%22">Listening</searchLink><br />*<searchLink fieldCode="DE" term="%22Attitude+%28Psychology%29%22">Attitude (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+intervention+%28Education%29%22">Early intervention (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Communication%22">Communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br />*<searchLink fieldCode="DE" term="%22Speech+evaluation%22">Speech evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Art+therapy%22">Art therapy</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+psychology%22">Child psychology</searchLink><br />*<searchLink fieldCode="DE" term="%22Interpersonal+relations%22">Interpersonal relations</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Cultural+pluralism%22">Cultural pluralism</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+behavior%22">Child behavior</searchLink><br />*<searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Treatment+of+communicative+disorders%22">Treatment of communicative disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Pearson+correlation+%28Statistics%29%22">Pearson correlation (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Drawing%22">Drawing</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Quantitative+research%22">Quantitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+communication%22">Nonverbal communication</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Conceptual+structures%22">Conceptual structures</searchLink><br /><searchLink fieldCode="DE" term="%22Social+support%22">Social support</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink><br /><searchLink fieldCode="DE" term="%22Confidence+intervals%22">Confidence intervals</searchLink><br /><searchLink fieldCode="DE" term="%22Health+care+teams%22">Health care teams</searchLink><br /><searchLink fieldCode="DE" term="%22Patients'+attitudes%22">Patients' attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Self-perception%22">Self-perception</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: The purpose of this study is to determine how children from across the world draw themselves talking and to apply an interdisciplinary analysis to understand children's perspectives to improve delivery of services. Method: Participants were 200 children from 24 countries who submitted a drawing of themselves talking to someone using the Early Childhood Voices Drawing Protocol. Drawings were uploaded to Charles Sturt University's Children Draw Talking Global Online Gallery. The participants were 2-12 years old (M = 6.13) and spoke 23 languages, and 28.5% of caregivers reported concerns about their children's talking. A 16-member interdisciplinary research team analyzed the drawings using descriptive, developmental, focal point, meaning-making, and systemic functional linguistics transitivity analysis frameworks. Results: Children could draw themselves talking. The participants' age and ability to draw a human figure were strongly correlated. Most participants reported they felt happy about talking and drew themselves talking to one or more conversational partners, with focal points that included body parts and facial expressions, talking and listening, proximity to others, relationships and connections, and positivity and vibrancy. The cultural-historical meaning-making analysis identified 10 themes: relationships, places, actions, natural elements, human-made elements, cultural experiences, logical thinking, emotion, imagination, and concepts. The systemic functional linguistics transitivity analysis identified 71 processes, 134 participants, and 48 circumstances indicating richness in the children's depictions of talking. Conclusions: Children across the world can use drawing to communicate who they talk to (e.g., friends, family, animals, professionals), when and where they talk (e.g., outside, at home), what they talk about (e.g., toys, animals, friends, family), and how they feel about talking (e.g., happy). These insights promote understanding of children's communication and inform how children's insights can be included in assessment and intervention. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=188642711
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        Value: 10.1044/2025_LSHSS-23-00190
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