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

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.