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
Description
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.