Author Identifier (ORCID)
Abstract
This project presented a unique opportunity to apply an evidence‑based method, Dialogic Drawing, to the longstanding challenge of understanding and monitoring the learner engagement of young children as they begin their school journey. Early childhood is a critical period in which children are not only adjusting to the routines and expectations of school but are also forming their identities as learners. Yet monitoring engagement during this phase is complex. Young children’s developing language and literacy skills prompt educators to think holistically about how children might come to understand and share in their thoughts and feelings about school and learning. While teachers typically rely on observational interpretations of engagement, this study investigated how these interpretations can be strengthened through corroborating evidence gathered via attentive, multimodal interactions, and used to recognise and respond to shifts in children’s engagement over time. This project was undertaken with ten early childhood teachers from AISWA schools across the Perth metropolitan area and the South‑West, who collaborated on a deep exploration of learner engagement. Together, they conducted 140 Dialogic Drawing events with young children and critically examined prevailing assumptions about engagement. In partnership with Dr Amelia Ruscoe and the ECU Early Childhood Research Team, the teachers co‑designed a robust, ethically grounded practice for monitoring learner engagement in early childhood. This practice was developed with a strong commitment to the principles and practices of the EYLF 2.0 (AGDE, 2022) and an intent to uphold the integrity of early childhood philosophy and respect for the voices of young children. Insights emerging from this work highlight that learner engagement is dynamic, shaped by social, emotional, cognitive, and behavioural factors that fluctuate over time. The Qualities of Engagement developed through the project, provide a framework that helps teachers tune in to shifts across multiple dimensions. Dialogic Drawing strengthens teachers’ capacity to check observations, understand and share in children’s experiences, and adjust programs and environments to sustain engagement. Ultimately, monitoring engagement in this way effectively makes the invisible visible, enriches child–teacher relationships, and reaffirms teachers’ purpose and practice.
Document Type
Report
Date of Publication
2025
Type of File
Publisher
Edith Cowan University
School
School of Education / Children, Families and Communities Research Group
Funders
Association of Independent Schools, WA (AISWA); ECU Ref: G1007945_SUB/113387
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Comments
Ruscoe, A., & Lavina, L. (2025). Dialogic drawing: A pedagogical tool to promote and monitor learner engagement. Edith Cowan University. https://doi.org/10.25958/9s00-gk49