Concept Mapping with Preschoolers: Providing Multiple Ways to Enhance and Record Children’s Developing Skills

The session began with Dr. Brennan sharing research on concept mapping with preschoolers. Mr. Bock and Ms. Hwang then described concept maps they’ve done with their students. Throughout the session examples were shown to attendees. Both Mr. Bock and Ms. Hwang suggested using tangible items when working with preschoolers on a concept map (items from nature, pictures from magazines, photos, etc.). They also explained the importance of allowing students to classify items and revisit and revise as often as they like. Labeling the backs of items or using various colors of pens to track revisions they cited as being beneficial. Groups were then formed to put to practice what had been discussed.

The technique of concept mapping was developed by Joseph D. Novak and his research team at Cornell University in the 1970s. Novak's work is based on the cognitive theories of David Ausubel (assimilation theory), who stressed the importance of prior knowledge in being able to learn new concepts: "The most important single factor influencing learning is what the learner already knows.”

Major applications for concept mapping for teachers include:
-Brainstorming and assessing initial knowledge
-Record keeping
-Summarizing learning
-Evaluating acquired knowledge
-Planning and organizing

Concept mapping for students include:
-Cognitive Skills
-Social Skills
-Individual Learner Needs
-Special Learner Needs
-Knowledge Acquisition

A kindergarten teacher survey, that Dr. Brennan conducted as part of her dissertation, shows that concept mapping:
-Develops children’s thinking skills
Making Connections
Organizing Information
-Assessment
Prior knowledge
Learning
-Addresses multi-modal learners
Increases participation
Cooperative learning
Self-esteem
Language development

Forms of concept maps include:
-Novak’s Concept Maps (older learners)
-Margulies’ Mind Maps (Presenter’s Favorite – Published book)
-Wandersee’s Concept Circles
-Webs (different from a concept circle)
-Graphic Organizers

By age 3 children can label groups of things.
Labeling connections with words vs. drawing lines to groups of items. Can then understand how students are making connections. Include student name next to connections that are shared.
Use pictures/artifacts and label items with young learners. Teacher usually labels for very young children. By kindergarten children have some words.

Classroom Setting
-Classroom is set up in learning centers
-Project based curriculum
Teacher and child collaborate on project choices
Focus is on experience and inquiry
Misconceptions are challenged through activities

Pre-Mapping Skills
-Sorting and Classification
Same and different
Analyzing Attributes
-Patterning and Sequencing
Predicting

Grouping
-Small groups (2-3 children)
-Arrange a number of items in a pile
-Ask how the items could be sorted.
-Define the group areas with hoops, string, pen on paper.
-Ask how each group could be labeled.

Making Connections
-Ask how the groups relate to the map topic.
-Ask how the groups relate to each other.
-Ask why an item goes into one group and not another.
-Note as many different comments as possible.
-Use one color for each session to see and track over time.
-Make a key indicating the color(s) used with the date or time of each session. Can see how activities throughout the day effected their learning.

Challenge and Review
-Keep the map available for review as long as student interest remains.
-Create activities or bring in new items to add to the map to challenge any misconceptions, deepen understanding, or clarify ideas.

Mapping a Music Unit (A Mid-Unit Assessment)
-Selection of objects from home (instruments, dance shoes, etc.).
-Arrange items into a pile.
-Use similarities and differences to sort items.
-Make connections.

Mapping a Composting Unit (A long-term unit)
-Assessment of prior knowledge
-Introduce items for sorting (used pictures of items)
-Classify using student-generated ideas
-Make connections (hula hoops with sentence strip connectors. Then, transferred to butcher paper.)
-Create activities that challenge.
-Review and change maps based on activities.
-One more time…Documented on backs of pictures changes. Lots of verbal discussions since children are often attached to why they put something there. Interesting to hear their reasoning.
-Expand the classification
-Unexpected Connections

Halloween
-The teacher just told students to draw something about Halloween.
-Drew and labeled pictures
-Found some students referenced a book that had been read a month prior.
-Mapping works better for themes that are studied over long periods of time.
-Maps help keep information organized.
-Maps help shorten re-orientation from long school breaks.
-Abstraction leads to greater fantasy.
-Icons can interfere with creative classification.
-Mapping helps to keep the curriculum focused on the children. Shows areas where they have a solid understanding, misconceptions, next level of information.

-Use small groups (2-5)
-Use long term topics that get referred to over time.
-Changes demonstrate response to intervention.
-Allow for ample space.
-Allow for color coding.

-Start with a limited number of objects, pictures, photos, or drawings and then add more as the children work through things.
-Encourage children to contribute items from home or elsewhere (often rocks, sticks, etc.)
-Increases interest and ownership.
-Demonstrates and extends knowledge application.

Insects, Foods, Matter, Transportation, Weather, Plants (brought plants from Hawaii), personal maps about families, sequential map about growing a garden, Kidspiration, Free software out of university in Florida, kinesthetic map about pets, using post-it notes you can record items and then arrange

University of Hawaii
Dr. Carol Brennan
Mr. Jeff Bock
Ms. Yuki Hwang