Show simple item record

Concept Maps in Early Childhood Literacy Classrooms

dc.contributor.advisorHofwolt, Clifford
dc.contributor.authorZhang, Ge
dc.descriptionTeaching and Learning Department capstone projecten_US
dc.description.abstractThis paper explores the use of concept maps in early childhood literacy classroom, with particular emphasis on specific methods that teachers can apply. Concept maps--as visual organizers that can enrich students' understanding of a new concept-- are often used in middle schools, high schools, and universities. However, due to young children’s academic and cognitive level, concept mapping has a limited use in early childhood classrooms. Drawing on both theoretical and empirical research by scholars and practitioners, the paper discusses instructional strategies and challenges of using concept maps in early childhood classrooms. The paper summarizes research from cognitive theory, developmental psychology, and information processing theory to provide a theoretical framework for understanding how concept maps might be incorporated into a early childhood literacy curriculum. Then, by synthesizing the existing researches on concept mapping, the paper attempts to explore instructional strategies and challenges in teaching concept maps. Implications for further implement of concept maps are discussed in the end.en_US
dc.publisherVanderbilt University. Peabody Collegeen_US
dc.subjectConcept mapen_US
dc.subjectearly childhood literacyen_US
dc.subject.lcshLanguage arts (Early childhood)--Curriculaen_US
dc.subject.lcshLanguage arts (Early childhood)--Researchen_US
dc.titleConcept Maps in Early Childhood Literacy Classroomsen_US
dc.description.collegePeabody College of Education and Human Developmenten_US
dc.description.departmentDepartment of Teaching and Learningen_US

Files in this item


This item appears in the following Collection(s)

Show simple item record