"This guide describes a research-based intervention created by the authors to use in Head Start classrooms serving multilingual students. Readers will learn how to use guided drawing to help all young students develop language and content knowledge, particularly in science. The text includes teaching examples, lesson-planning templates, and lists of children's literature and media"--
"This guide describes a research-based intervention created by the authors to use in Head Start classrooms serving multilingual students. Readers will learn how to use guided drawing to help all young students develop language and content knowledge, particularly in science. The text includes teaching examples, lesson-planning templates, and lists of children's literature and media"--
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.
Inhaltsangabe
* 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
* 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
Es gelten unsere Allgemeinen Geschäftsbedingungen: www.buecher.de/agb
Impressum
www.buecher.de ist ein Internetauftritt der buecher.de internetstores GmbH
Geschäftsführung: Monica Sawhney | Roland Kölbl | Günter Hilger
Sitz der Gesellschaft: Batheyer Straße 115 - 117, 58099 Hagen
Postanschrift: Bürgermeister-Wegele-Str. 12, 86167 Augsburg
Amtsgericht Hagen HRB 13257
Steuernummer: 321/5800/1497
USt-IdNr: DE450055826
![Understanding Infants, Toddlers & Twos, and Preschoolers [3-Pack]](https://bilder.buecher.de/produkte/35/35357/35357717m.jpg "Understanding Infants, Toddlers & Twos, and Preschoolers [3-Pack]")
