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CONCEPT MAPPING FOR PLANNING AND INSTRUCTION IN A CHILDCARE SETTING

The purpose of this paper is to detail the processes and procedures for incorporating concept mapping into instructional planning and implementation in four classrooms in a childcare setting (n=32). Nonfiction books and hands-on materials were used to build children’s background knowledge and vocabulary in the health domain. Assessments at three points during the instructional period provided information that could be used to focus instruction. Concept maps were created based on interviews with the children. The maps were then scored by staff experienced in the scoring protocol validated previously by institute staff. Results of analyses indicated that Assessment 1 vocabulary was correlated to the final assessment results. Discussion of findings and recommendations for further research are presented.