Mark making is significance to children’s learning through imagination, symbolic play, meaning making, drawing, early writing and maps. Children that are engaged in symbolic play make meanings and show potential of the children’s understanding of symbolic language such as writing and written notation of mathematics (Vygotsky, 1978; Van Oers 2005 & Worthington, 2010). Van Oers (2005) stated that the word imagination means ‘image formation’ which means by making and using signs, where people make images from their reality. However, Pramling (2009) argued that human knowledge contains a large extent of representations and that children’s images and signs includes a more diverse range of gestures, actions, sounds, words, artefacts and graphicacy.
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Vygotsky (1978) argued that each step of support, the role of imagination in cognition, with the result of cognition becoming more complex and richer imagination which does not develop all at once. Which slowly and gradually evolves from more elementary and simpler forms as children weaver in and out of play, they start gaining more knowledge, skills and understanding of the real world and their lives (Vygotsky, 1978 & Carruthers et al,
Vygotsky (1978) argued that each step of support, the role of imagination in cognition, with the result of cognition becoming more complex and richer imagination which does not develop all at once. Which slowly and gradually evolves from more elementary and simpler forms as children weaver in and out of play, they start gaining more knowledge, skills and understanding of the real world and their lives (Vygotsky, 1978 & Carruthers et al,