Boosting Children's Language Skills: Using Mindmaps in Early Childhood Education

Autor/inn/en	van der Wilt, Femke; Hofma, Rianne; Koster, Monica; van der Veen, Chiel
Titel	Boosting Children's Language Skills: Using Mindmaps in Early Childhood Education
Quelle	In: Dimensions of Early Childhood, 48 (2020) 3, (5 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-6177
Schlagwörter	Language Skills; Language Acquisition; Early Childhood Education; Reading Strategies; Reading Instruction; Books; Childrens Literature; Interaction; Schemata (Cognition); Teaching Methods; Picture Books; Discussion (Teaching Technique); Student Participation + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; Sprachaneignung; Spracherwerb; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Reading strategy; Leselernstufe; Lesetechnik; Leseunterricht; Book; Buch; Monographie; Monografie; 'Children''s literature'; Kinderliteratur; Interaktion; Cognition; Schema; Kognition; Teaching method; Lehrmethode; Unterrichtsmethode; Picture book; Bilderbuch; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Research has indicated that shared book reading that is characterized by interactive classroom discussion elicits relatively complex vocabulary and, consequently, contributes to children's vocabulary acquisition (Gonzalez et al. 2014). In addition, this type of book reading has also been found to be related to building listening, comprehension, and narrative skills (Lever & Sénéchal, 2011; Mol & Bus, 2011). Lever and Sénéchal (2011), for example, showed that children who were involved in an interactive reading intervention became better at structuring their narratives and increasingly included references to the story's characters and events. Besides interactive book reading, there are also alternative ways to promote children's language skills during shared book reading. One such alternative concerns the use of visual supports, like graphic organizers. One particular type of graphic organizer is being increasingly used during interactive book reading: mindmaps. The particular principles upon which mindmaps are usually constructed are based on insights from educational studies and brain research. These principles consider, for example, the number of concepts that should be included (Stull & Mayer, 2007). As mindmaps are being increasingly used in educational settings, mindmap-principles have been found to be very helpful (Buzan, 2005). This article shares information on how to use mindmaps in early childhood education. (ERIC).
Anmerkungen	Southern Early Childhood Association. PO Box 8109 Jacksonville, AR 72078. Tel: 501-221-1648. e-mail: info@seca.info; Web site: https:// www.seca.info/dimensions
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01