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

被引：0
|
作者：
Cassano, Christina M. [1 ]
Paciga, Kathleen A. [2 ]
机构：
[1] Salem State Univ, Childhood Educ & Care Dept, Salem, MA 01970 USA
[2] Columbia Coll Chicago, Humanities Hist & Social Sci Dept, Chicago, IL 60605 USA
来源：
EDUCATION SCIENCES | 2024年 / 14卷 / 06期
关键词：
vocabulary; language acquisition; drawing; science; dual language learners; preschool; Head Start;
D O I：
10.3390/educsci14060625
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
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.
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页数：15
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