Weighing David

Rather than using the term ‘scribbles’ in a negative way, Carruthers and Worthington (2006) acknowledge the significance of such marks as shorthand for written meanings. The term ‘scribble-marks’ also refers to marks that adults would find difficult to interpret without the child’s explanation, for example:

 
Standing on the bathroom scales David looked at the number ‘15’ on the dial, remarking, ‘I’m ‘15’, so I need to write it down’ - and made some letter and numeral-like signs on the whiteboard. Isaac used his emergent knowledge of various measuring units as he made rapid scribble-marks on paper, explaining ‘David weighs 700 kilos, he’s sixty metres heavy’.

Young children also often use scribble-marks in their pretend play when writing, or when communicating something mathematical, suggesting that such rapidly made marks allow the course of play to proceed uninterrupted. Whilst Isaac’s marks do not yet correspond with the conventional written numerical system, his intentional marks signify writing. In early childhood, children’s meaning making, understandings and their willingness to communicate through signs are more significant than the ability to write neat numerals (Brizuela 2004).

Brizuela, B. (2004) Mathematical Development in Young Children: Exploring Notations. Columbia University, New York: Teachers College Press.
 

Taxonomy - this example

Written number and quantities:

• Early explorations with marks: attaching mathematical meanings

Gallery 7: The emergence of graphic symbols and texts in pretend play

Gallery 8: Children's graphic symbols and texts in self-initiated contexts.