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.
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.
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
