2-164 - Supporting Conceptual Knowledge Development in Preschool Children

Session Type: Paper Symposium

Integrative Statement

Children acquire information about their world in multiple ways—through observation, by asking questions, by reading or being read to, by being told information by others, or by some combination of these approaches. As children learn about the world, they develop different types of concepts (e.g. categories, properties, events, states, individuals, abstract ideas) that aid in their interpretation of subsequent experiences in the world (Gelman & Kalish, 2006). Unfortunately, there are large and early gaps between children from different socioeconomic (SES) backgrounds in conceptual knowledge (Neuman & Celano, 2006), vocabulary (Fernald, Marchman & Weisleder, 2013; Hart & Risley, 1995), and information-seeking behavior (Choinard, 2007). For this reason, it is imperative that researchers and educators take seriously the task of conceptual knowledge development and associated vocabulary during preschool to ensure that all children begin school prepared to succeed.

This symposium explores different settings that support preschoolers’ acquisition of conceptual knowledge. Paper 1 investigates SES differences in children’s question-asking and how caregivers and teachers support their efforts. Paper 2 explores the existence and influence of specific instructional practices that increase conceptual and vocabulary knowledge in both low-income preschool classrooms and a specific intervention. Paper 3 investigates how professional development influences teachers' capacity to build conceptual and vocabulary knowledge in low-income preschoolers. Our discussant, an expert in children’s language and literacy acquisition, will discuss the implications for school readiness. Together, these findings highlight innovative approaches to the study of the acquisition and building of children’s conceptual knowledge and vocabulary.

Sub Unit

• Education, Schooling

Chair

• Julie Dwyer, Boston University

Discussant

• Laura M. Justice, Ohio State University

Individual Presentations

• Differences in children’s use of questions to acquire conceptual knowledge - Presenting Author: Katelyn Kurkul, Boston University; Alessandra Ward, Boston University; Julie Dwyer, Boston University; Kathleen H Corriveau, Boston University

• Investigating Support for Conceptual and Vocabulary Knowledge Development in Two Preschool Settings - Presenting Author: Julie Dwyer, Boston University

• Supporting Teachers in Building Vocabulary through Conversations: Lessons from the ExCELL-e Intervention - Presenting Author: Annemarie H Hindman, Temple University; Barbara A. Wasik, Temple University; Emily Keller Snell, Temple University