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Healthy Habits Through Literacy: A Concept Mapping and Health Curriculum for Preschool and Prekindergarten Children. Heather Monroe-Ossi, Stephanie Wehry, James Algina, & Janice Hunter. Overview. To impact background knowledge/conceptual development of young children.

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heather monroe ossi stephanie wehry james algina janice hunter

Healthy Habits Through Literacy: A Concept Mapping and Health Curriculum for Preschool and Prekindergarten Children

Heather Monroe-Ossi,

Stephanie Wehry,

James Algina,

& Janice Hunter

overview
Overview
  • To impact background knowledge/conceptual development of young children.
  • Content focused on hands-on science learning about being healthy.
  • Concept maps were used to capture children’s thinking.
  • Healthy Habits Through Literacy project was funded through the UNF Foundation and the Florida Institute of Education at the University of North Florida, Jacksonville, Florida, USA.
healthy habits through literacy project goals
Healthy Habits Through Literacy Project Goals
  • Increase young children’s knowledge of the food pyramid, food groups, and healthy food choices.
  • Increase teachers’ use of explicit thinking routines that promote cognitive development.
  • Increase teachers’ use of consistent use of concept mapping.
  • Use of non-fiction advance organizers
building on past experiences
Building On Past Experiences
  • Nonfiction books provided exposure to vocabulary, language related to science content, and basic information (advance organizers) related to the topic.
  • Thinking routines were used to support explicit thinking strategies.
  • A multi-level professional learning model was used to scaffold teachers’ learning support
instructional materials
Instructional Materials
  • Color Me Healthy curriculum kits developed by North Carolina State University/NC Extension Project
  • A Healthy Me curriculum unit developed by preschool teachers
  • Hands on activities designed to strengthen children’s concrete learning experiences
teacher support
Teacher Support
  • Professional development sessions provided to teachers
  • On-site, scaffolded support improved daily implementation
assessment plan
Assessment Plan
  • Built upon previous work by Figuredo in a study in Spain about cows.
  • Followed Assessment ModelExtension of the Young Florida Naturalists that included
    • 3 Assessments
what did we learn
What Did We Learn?
  • Concrete, hands-on experiences (such as planting a garden) increase children’s .
  • Concept mapping can be used as an instructional and assessment tool with some success with small children.
  • Regular, on-site teacher coaching increases implementation.
  • The type of knowledge we are asking children to connect.