Integrating Drawing and Writing: A Meaning-Making Approach in Brunei Preschool Classrooms

Abstract

This paper examines how drawing and writing interact in preschool classrooms in Brunei Darussalam and how classroom practices influence children’s engagement with early writing. This qualitative exploratory study investigated how preschool children used drawing and writing together during classroom literacy activities in a Brunei government preschool. In Brunei preschools, writing is commonly introduced as part of school readiness and early academic preparation. However, young children often demonstrate greater engagement when drawing is incorporated into literacy activities as part of the meaning-making process. Drawing frequently serves as children’s first mode of expressing ideas, telling stories, and communicating experiences, yet it is sometimes treated as separate from writing in classroom practice. Data were generated through classroom observations, field notes, and examples of children’s drawing and writing. The findings indicate that children moved naturally between drawing and writing when they were encouraged to express ideas freely and participate in meaningful literacy activities. In contrast, highly structured writing tasks focused on copying, correctness, and worksheet completion often resulted in more compliance-oriented participation and reduced engagement. The study also highlights a pedagogical tension within the context of Sistem Pendidikan Negara Abad ke-21 (SPN21), where teachers balance holistic, child-centred learning with school-readiness expectations. The paper argues that recognising drawing as a meaningful component of early writing can strengthen children’s motivation, communication, creativity, and participation in literacy activities while supporting developmentally appropriate early literacy practices in preschool classrooms.