Concept Maps in Early Childhood

“One of the powerful uses of concept maps is not only as a learning tool but also as an evaluation tool, thus encouraging students to use meaningful-mode learning patterns” (Novak & Cañas, 2008).

The History
The idea of a concept map was first developed four decades ago in the early 1970’s. Since this time these graphic organisers have become a tool that is used widely in learning environments (Novak, 1998).

Description
Concept maps can be created manually or through utilising technology and using specific software programs. They show representations and clear relationships between ideas and topics (Birbili, 2008).

Introducing concept maps in the early years
The use of concept maps in early learning has great significance. Children are in the ‘sensorimotor stage’ (birth-2 years of age) and ‘preoperational stage’ of cognitive development (2-7 years of age) where they are beginning to discover the world around them (Snowman et al, 2009, p.29). In doing so children start to uncover and notice similarities and patterns (Novak & Cañas, 2008). Therefore there are numerous ways in which using concept maps can assist in productive pedagogy (Birbili, 2008).

Example
Although young children may not be able to create a concept map on their own, using familiar topics will assist the students in understanding the connections and relationships between concepts. It is a necessity that the Learning Manager models a variety of different concept maps for the students. Drawing and using concrete materials instead of text are a helpful method to introduce this tool to early learners (Birbili, 2008).







Images retrieved from clipart

When are “concept maps” a useful tool in an early childhood setting?
Concept maps are a great way for children to display and show their awareness and level of understanding about specific topics. This approach shows the current knowledge of the learner and offers the Learning Manager a starting point of where to extend the students understandings. Students are then able to add to this concept map as their knowledge increases and understandings develop further. (Birbili, 2008).

- The above concept helps the Learning Manager in planning.
o Scaffold = plan
o = do
o = reflect

Connecting learning theory
Constructivism: The prior knowledge of the students is drawn out through discussion. The students are able to actively “construct” new meanings through the learning experiences (Snowman et al, 2009).


References
Birbili, M. (2008). Mapping knowledge: Concept maps in early childhood education. Retrieved from https://pkab.wordpress.com/2008/07/17/peta-konsep-pada-pendidikan-tingkat-awal/
Novak, J. (1998). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and cooperation. Mahwah, New Jersey: Lawrence Erlbaurn Associates Inc.
Novak, J., Cañas, A. (2008). The theory underlying concept maps and how to construct and use them. Retrieved from http://cmap.ihmc.us/publications/researchpapers/theorycmaps/theoryunderlyingconceptmaps.htm
Snowman, J., Dobozy, E., Scevak, J., Bryer, F., Bartlett, B., & Biehler, R. (2010). Psychology: Applied to teaching. Milton, Qld: John Wiley & Sons Australia, Ltd.