Can the Use of Mind Maps Improve Young Children's Language Skills?

• In Event: Factors Contributing to Young Children's Learning and Development

Abstract

In the present study, we examined the effect of three different shared book reading approaches in early childhood classrooms: (1) interactive book reading, (2) interactive book reading with focused attention, and (3) interactive book reading using mindmaps. Multilevel models indicated that all three approaches significantly improved children’s vocabulary, narrative skills and listening comprehension. Surprisingly, we did not find any differences between conditions. Although adding mindmaps did not provide extra learning opportunities, our study emphasizes the importance of engaging in shared book reading activities in early childhood classrooms.

Authors

• Femke Marieke van der Wilt, Vrije Universiteit, Amsterdam

• Inouk Boerma, IPABO University, Netherlands

• Renske Bouwer, Vrije Universiteit Amsterdam

• Chiel van der Veen, Vrije Universiteit Amsterdam