Guided Drawing with Preschool Dual Language Learners in Head Start: Building Science Vocabulary and Content Knowledge-Reference-Cited by-同舟云学术

Guided Drawing with Preschool Dual Language Learners in Head Start: Building Science Vocabulary and Content Knowledge

Published:2024-06-10 Issue:6 Volume:14 Page:625
ISSN:2227-7102
Container-title:Education Sciences
language:en
Short-container-title:Education Sciences

Author:

Cassano Christina M.¹^ORCID,Paciga Kathleen A.²^ORCID

Affiliation:

1. Childhood Education and Care Department, Salem State University, Salem, MA 01970, USA

2. Humanities, History, and Social Sciences Department, Columbia College Chicago, Chicago, IL 60605, USA

Abstract

Drawing offers a way for young children to demonstrate what they understand about the world. This study reports on the findings from an eight-week intervention program called guided drawing designed to build vocabulary and content knowledge for dual language learners in Head Start settings. Four researcher-designed assessment measures were used to assess thirteen preschoolers’ vocabulary and concept knowledge at the receptive, expressive, and definitional levels in a pre/post-intervention design. Analysis of researcher-designed measures reveals positive changes in all vocabulary and concept knowledge areas targeted by the intervention. Thematic analysis of researcher–child interactions and drawing products indicates the guided drawing intervention provided opportunities and context for every participating child to explore new content and concepts related to science learning; reveal what they know; grow knowledge and vocabulary; reveal misunderstandings; and overhear and adopt new language.

Publisher

MDPI AG

Link

https://www.mdpi.com/2227-7102/14/6/625/pdf

Reference34 articles.

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