[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601164-105":59,"doc-detail-601164-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","boosting-childrens-language-skills-using-mindmaps-in-early-childhood-education","Boosting Children’s Language Skills: Using Mindmaps in Early Childhood Education","","Shared book reading in early childhood classrooms can strengthen children’s engagement with books and foundational reading-related knowledge such as letter-sound relations. The excerpt explains why interactive book reading—using teacher prompts and discussion—improves vocabulary, listening, comprehension, and narrative skills. It also introduces mindmaps as a visual support, outlining how graphic organizers help link new and prior knowledge, and how mindmaps map story structure through central themes and linked branches.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/boosting-childrens-language-skills-using-mindmaps-in-early-childhood-education/601164/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/boosting-childrens-language-skills-using-mindmaps-in-early-childhood-education/601164.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do early childhood teachers use shared book reading frequently?","Question",{"text":112,"@type":113},"Teachers use it because shared book reading helps children engage with books and develop awareness of letter-sound relations that support learning to read.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What makes interactive book reading more effective than traditional classroom discussions?",{"text":117,"@type":113},"Interactive book reading actively engages children through discussions where they respond to the story, use academic language, listen to others, negotiate meanings, and develop language skills.",{"name":119,"@type":110,"acceptedAnswer":120},"How do mindmaps support children’s language skills during shared book reading?",{"text":121,"@type":113},"Mindmaps are a type of graphic organizer that present a story’s central theme and connected branches, helping children structure and interpret information by relating new knowledge to prior knowledge.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601164,1792092102,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":143},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Boosting Children’s Language Skills: Using Mindmaps in Early Childhood Education  \nFemke van der Wilt, Rianne Hofma, Monica Koster, and Chiel van der Veen  \nThis short excerpt shows a frequently occurring practice in early childhood classrooms: shared book reading. In fact, it is estimated that more than 90 percent of early childhood teachers reads to their class at least three times a week (Ghonem-Woets, 2009) . Why do they do it? The benefits of shared book reading can explain why teachers spend a considerable amount of time using this strategy. Research has indicated, for example, that shared book reading teaches children how to engage with books and makes them aware of letter-sound relations, which is foundational for learning to read (Zucker, Ward, & Justice, 2009; also see Pollard-Durodola et al., 2016; Gonzalez et al. , 2010) .  \nMiss Jane1 is reading the book The Black Rabbit (Leathers, 2013) to her preschool class (children ages 4-6) .  \nMiss Jane: (Reads) But oh! There was something completely wrong. He was not alone. Rabbit got scared.“Go away, Black Rabbit!”, he yells. But the Black Rabbit doesn’t move. (Pauses) Tom, how does Rabbit feel?  \nTom: Scared.  \nMiss Jane: Why?  \nTom: Black Rabbit.  \nMiss Jane: Because he is scared of the Black Rabbit? (Tom nods) Yes. Who else is scared sometimes? David? Are you ever scared? David: No, not at all. I’m not even scared of bats. I’ve seen one once, you know.  \nMiss Jane: Okay, so that’s not something you’re scared of? Let’s ask Lindsey. Lindsey, are you ever scared? (Lindsey nods) Yes?  \nWhen are you scared? Lindsey: Of slugs.  \nMiss Jane: Slugs! And why is that?  \nLindsey: Because they … on the ground … but … I just find them a bit scary.  \nMiss Jane: You find them a bit scary. Because they are a little slippery? (Lindsey nods) . Okay, let’s move on and see how the story goes.  \n(All names are pseudonyms)  \nThere are, however, many ways in which teachers can implement shared book reading in their classroom. Some approaches might be more effective than others. According to sociocultural theory, learning is a social process, meaning that children learn by participating in meaningful sociocultural activities (Vygotsky, 1978;) . It is, therefore, not surprising that shared book reading has been found to be even more effective when teachers actively engage children in classroom discussions (Gosen, 2012; Mol, Bus, de Jong, & Smeets, 2008; Mol, Bus, & de Jong, 2009) . This type of shared book reading is generally referred to as interactive book reading.  \nInteractive book reading and its effect on language skills  \nDuring interactive book reading, the teacher bridges the gap between written and spoken language by explaining difficult concepts and asking children to respond to the story that is being read. This creates opportunities for children to participate in complex discourse in which they are encouraged to use academic language (Mol et al., 2008; Mol et al., 2009) .  \nAn important question is, however, how can teachers implement interactive reading in their classroom? Specifically, although the  \nDimensions • Volume 48/Number 3 25  \npredictable storylines and repetitive character of picture books makes them highly suitable for recurrent and in-depth discussions, not all types of classroom discussions are considered interactive Traditional classroom discussions, for example, have been criticized for being overly teacher-steered and primarily focused on the reproduction of factual knowledge (Boyd & Kong, 2015) .  \nThere have been several attempts to increasingly involve children in classroom discussions where they are encouraged to carefully listen to each other, negotiate meanings, and collaboratively make progress in their thinking (e.g. Michaels & O’Connor, 2012; 2015) . Such discussions have shown to be positively related to the development of children’s language skills (Howe & Abedin, 2013; Resnick, Asterhan, & Clarke, 2015) .  \nResearch has indicated that shared book read","cbCaikyEXuYR54bg","https://ap.wps.com/l/cbCaikyEXuYR54bg","pdf",133189,"English","# Shared book reading in early childhood education\n## Interactive book reading and language skill effects\n## The use of mindmaps as an alternative","[{\"question\":\"Why do early childhood teachers use shared book reading frequently?\",\"answer\":\"Teachers use it because shared book reading helps children engage with books and develop awareness of letter-sound relations that support learning to read.\"},{\"question\":\"What makes interactive book reading more effective than traditional classroom discussions?\",\"answer\":\"Interactive book reading actively engages children through discussions where they respond to the story, use academic language, listen to others, negotiate meanings, and develop language skills.\"},{\"question\":\"How do mindmaps support children’s language skills during shared book reading?\",\"answer\":\"Mindmaps are a type of graphic organizer that present a story’s central theme and connected branches, helping children structure and interpret information by relating new knowledge to prior knowledge.\"}]","Boosting Children’s Language Skills: Using Mindmaps in Early Childhood Education | PDF",13]