Understanding Emirati Children's Drawing in Relation to Self and Identity Through the Interaction of Social Context

This study examined Emirati children's drawing in relation to self and identity through the interaction of social context. Qualitative methodology was used. The researchers and/or research assistants individually worked with each student who participated in this study in a semi-structured interview setting. "Constructive" interactions were built into the relationship between the research assistants and the students. The sample of this study comprised students enrolled in one of the kindergarten classes in the city of Al Ain in United Arab Emirates. The class of 25 students was selected randomly from all the kindergartens. The data were analyzed using a phenomenological procedure. Based on the framework provided by the questions and results of the interviews, the findings were categorized into groups. When sorting the data, the researchers first examined the similarities among the participants' drawings and responses, and then analyzed the differences in general. This study pointed out evidence from within the illustrations and the drawings of children that would aid approaches for understanding children's drawing in relation to self and identity through the interaction of social context depending on the form, content, and social context.