Overview

Drawing provides opportunities for children to communicate their thoughts even when they do not have the vocabulary or the English proficiency to fully explain their ideas. This practical guide presents foundational information on the role of drawing in vocabulary development. The authors describe a research-based intervention designed to support and expand young multilingual learners’ experiences with content area vocabulary. They provide teaching examples from several content area investigations carried out in Head Start contexts serving multilingual students. These vignettes, accompanied by student work samples and excerpts of dialogue, will help early childhood educators effectively integrate this pedagogical approach into their classrooms. The user-friendly text includes curriculum support materials such as lesson-planning templates and lists of recommended children’s literature and media. Guided Drawing With Multilingual Preschoolers shows teachers how to use guided drawing in conjunction with established practices to help all young students develop language and content knowledge, particularly in science. Book Features: An innovative pedagogical intervention that was created by the authors to use in Head Start classrooms. An actionable approach to teaching content area vocabulary in the classroom that works with young multilingual learners. Tables with quick summaries of developmental milestones and teaching points. Guidance for early educators who understand the importance of building word and world knowledge in authentic ways while children are learning English. Teaching examples that highlight language-rich interactions and strategies for supporting multilingual learners. Curriculum connections to culturally relevant children’s literature, media, and high-quality informational texts.

Full Product Details

Author:   Christina M. Cassano ,  Kathleen A. Paciga
Publisher:   Teachers' College Press
Imprint:   Teachers' College Press
Dimensions:   Width: 15.60cm , Height: 1.00cm , Length: 22.90cm
Weight:   0.272kg
ISBN:  

9780807767740

ISBN 10:   0807767743
Pages:   192
Publication Date:   23 June 2023
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Available To Order  
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Table of Contents

Contents Acknowledgments  vii Introduction  1 The Power of Guided Drawing  2 The Promise of Guided Drawing  3 Organization  4 1.  Changing Landscapes of Early Childhood Classrooms  6 Push-Down Pressures  7 Increases in Linguistic Diversity  8 Demographics of Multilingual Learners  10 Supporting Multilingual Learners in Early Childhood Settings  11 Supporting Children’s Home Language(s)  12 Supporting English Language Acquisition  13 What Is Guided Drawing Anyway?  14 2.  Growing Language Purposefully  18 The Importance of a Strong Language Foundation  19 Growing Language in Preschool  25 Language-Building Dispositions  25 The Case for Content-Rich Instruction  33 Strategies That Build and Extend Children’s Knowledge of the World  34 Use Instructional Routines That Deepen Children’s Knowledge  38 3.  Guided Drawing: Definitions, Purposes, and Processes  50 Defining (and Refining) Guided Drawing  51 Instructional Features of Guided Drawing  52 Learning Through the Guided Drawing Process  58 Looking Back and Ahead  68 4.  “I’m Gonna Draw a Bumblebee”  69 More Than Mark Making  69 Drawing Defined  70 Drawing Development  72 Why Children Draw  75 Challenges Faced During Drawing  83 Looking Ahead  87 5.  “He Have a Thorax?”  88 Purposeful, Planful, Thoughtful Instruction  89 Building Teacher Knowledge: Why It Matters  107 6.  Planning in Action—Leading With Language  110 Purposeful Instruction: What Should Our Learners Know About Frogs and Toads?  112 Planning to Teach Frog and Toad Content Explicitly  117 Teaching Content Explicitly  119 Determining What Was Learned  141 Thoughtful Reflections on Learning and Teaching With Guided Drawing  143 Conclusion  148 Children’s Media Referenced  153 References  155 Index  171 About the Authors  181

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Author Information

Christina M. Cassano is a professor in the Department of Childhood Education and Care at Salem State University. Kathleen A. Paciga is an associate professor of education in the Department of Humanities, History, and Social Sciences at Columbia College Chicago.

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