Presents observations of three children's styles of symbolic language focusing on how each leaned to different degrees on drawing and talking to create their imaginary worlds and thus faced different challenges in rendering those worlds in print. (SRT)

Proposes that the teacher-as-liminal-servant (stripped of usual status and authority) within a critical pedagogy is guided by compassion and commitment to teach as a social and moral agent in the service of social transformation. Asserts that educational rituals must create classroom conditions that spawn liminal dimensions of learning. (MM)

Explores how visual (pictorial) and verbal (linguistic) systems work together and influence each other as young children create symbol systems. Finds that, for young children, color plays a key role in communicating messages. Shows how art and writing (especially color and light) influence each other in children's literacy development. (SR)