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