Exploring Mathematics Through Play in the Early Childhood Classroom

This practical book provides pre- and inservice teachers with an understanding of how math can be learned through play.

Author: Amy Noelle Parks

Publisher: Teachers College Press

ISBN: 9780807755891

Category: Education

Page: 148

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This practical book provides pre- and inservice teachers with an understanding of how math can be learned through play. The author helps teachers to recognize the mathematical learning that occurs during play, to develop strategies for mathematizing that play, and to design formal lessons that make connections between mathematics and play. Common Core State Standards are addressed thorughout the text to demonstrate the ways in which play is critical to standards-based mathematics teaching, and to help teachers become more familiar with these standards. Classroom examples illustrate that, unlike most formal tasks, play offers children opportunities to solve nonroutine problems and to demonstrate a variety of mathematical ways of thinking, such as perseverence and attention to precision. This book will help put play back into the early childhood classrooms where it belongs. This book: makes explicit connections to play and the Common Core State Standards in Mathematics; offers many examples of free play activities in which mathematics can be highlighted, as well as formal lessons that are inspired by play; and provides strategies for making assessments more playful, helping teachers meet increasing demands for assessment data while also reducing child stress.

Exploring Mathematics Through Play in the Early Childhood Classroom

... Gail Yuen, Alice Honig, Betty Jones, Stephanie Feeney, Stacie G. Goffin, Beth Graue Exploring Mathematics Through Play in the Early Childhood Classroom ...

Author: Amy Noelle Parks

Publisher: Teachers College Press

ISBN: 9780807773475

Category: Education

Page: 161

View: 447

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This practical book provides pre- and inservice teachers with an understanding of how math can be learned through play. The author helps teachers to recognize the mathematical learning that occurs during play, to develop strategies for mathematizing that play, and to design formal lessons that make connections between mathematics and play. Common Core State Standards are addressed throughout the text to demonstrate the ways in which play is critical to standards-based mathematics teaching, and to help teachers become more familiar with these standards. Classroom examples illustrate that, unlike most formal tasks, play offers children opportunities to solve nonroutine problems and to demonstrate a variety of mathematical ways of thinking—such as perseverance and attention to precision. This book will help put play back into the early childhood classroom where it belongs. Book Features: Makes explicit connections to play and the Common Core State Standards in Mathematics. Offers many examples of free play activities in which mathematics can be highlighted, as well as formal lessons that are inspired by play. Provides strategies for making assessments more playful, helping teachers meet increasing demands for assessment data while also reducing child stress. Includes highlight boxes with recommended resources, questions for reflection, key research findings, vocabulary, lesson plan templates, and more. “This is one of those books that I wish I had written. It is smart, readable, relevant, and authentically focused on children.” —From the Foreword by Elizabeth Graue, Sorenson Professor of Early Childhood Education, University of Wisconsin “In this deceptively easy-to-read book, Amy Parks explains two things that could make a world of difference in early childhood and elementary classrooms: Mathematics isn’t something in a workbook—it’s a fascinating part of the real world; And playing in school isn’t a luxury—it’s an essential context for learning about all sorts of things, including mathematics. Through vignettes of children learning mathematics as they play, Parks helps teachers recognize their ‘answerability to the moment,’ eschewing someone else’s determination of ‘best practice’ in favor of what works with actual children eager to learn mathematics.” —Rebecca New, School of Education, University of North Carolina at Chapel Hill

Joyful Math

"This book is about how to create invitations for young children to play with math ideas through art, literacy, and outdoor play.

Author: Deanna Pecaski McLennan

Publisher:

ISBN: 9781625313256

Category: Mathematics

Page:

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"This book is about how to create invitations for young children to play with math ideas through art, literacy, and outdoor play. The focus of her book is really on math that occurs OUTSIDE of math time. How can we create space for children to play in our classrooms that builds on their own questions as well as the math they are studying in the curriculum? How can we create a joyful and playful space for math so that children feel like mathematical thinkers with valuable ideas from the very start? How can we create connections between math and children's lives so that they see math as creative and purposeful instead of just learning "school math"?"--

Advancing Knowledge and Building Capacity for Early Childhood Research

... perspectives of young children, and she is the author of Exploring Mathematics Through Play in the Early Childhood Classroom (Teachers College Press.) ...

Author: Sharon Ryan

Publisher: American Educational Research Association

ISBN: 9780935302851

Category: Education

Page: 280

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This volume employs a multidisciplinary approach to research on a high-profile topic very much on the agenda of state and national policy leaders: early childhood development and education. It aims to reflect how scholarly perspectives shape the contours of knowledge generation, and to illuminate the gaps that prevent productive interchange among scholars who value equity in the opportunities available to young children, their families, and teachers/caregivers. The editors and authors identify and prioritize critical research areas; assess the state of the field in terms of promising research designs and methodologies; and identify capacity-building needs and potential cross-group collaborations.

Exploring the Integer Addition and Subtraction Landscape

Exploring mathematics through play in the early childhood classroom. Reston, VA: National Council of Teachers of Mathematics.

Author: Laura Bofferding

Publisher: Springer

ISBN: 9783319906928

Category: Education

Page: 303

View: 658

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Over the past few decades there has been increased interest in how students and teachers think and learn about negative numbers from a variety of perspectives. In particular, there has been debate about when integers should be taught and how to teach them to best support students’ learning. This book brings together recent work from researchers to illuminate the state of our understanding about issues related to integer addition and subtraction with a goal of highlighting how the variety of perspectives support each other or contribute to the field in unique ways. In particular, this book focuses on three main areas of integer work: students’ thinking, models and metaphors, and teachers’ thinking. Each chapter highlights a theoretically guided study centered on integer addition and subtraction. Internationally known scholars help connect the perspectives and offer additional insights through section commentaries. This book is an invaluable resource to those who are interested in mathematics education and numerical thinking.

Teaching STEM in the Preschool Classroom

Leading Anti-Bias Early Childhood Programs: A Guide for Change LOUISE DERMAN-SPARKS, DEBBIE LEEKEENAN, & JOHN NIMMO Exploring Mathematics Through Play in ...

Author: Alissa A. Lange

Publisher: Teachers College Press

ISBN: 9780807777749

Category: Education

Page: 128

View: 237

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This book is designed to build educators’ confidence and competence so they can bring STEM to life with young children. The authors encourage pre–K teachers to discover the value of engaging preschoolers in scientific inquiry, technological explorations, engineering challenges, and math experiences based on learning trajectories. They explain the big ideas in STEM, emphasizing teaching strategies that support these activities (such as language-rich STEM interactions), and describe ways to integrate concepts across disciplines. The text features research-based resources, examples of field-tested activities, and highlights from the classroom. Drawing from a professional development model that was developed with funding from the National Science Foundation, this book is an essential resource for anyone who wants to support preschool children to be STEM thinkers and doers. “I have read a lot of really good early childhood science education books over the years, and as far as I am concerned, this is the best one yet.” —From the Foreword by Betty Zan, University of Northern Iowa “This excellent book shows that the important ideas of STEM are within every teacher’s and child’s grasp.” —Douglas Clements, University of Denver “Teaches STEM content while sharing strategies for robust and developmentally appropriate instructional practice. This book is the real deal!” —Beth Graue, University of Wisconsin–Madison

Leading Anti Bias Early Childhood Programs

... DEBBIE LEEKEENAN, & JOHN NIMMO Exploring Mathematics Through Play in the Early Childhood Classroom AMY NOELLE PARKS Becoming Young Thinkers: Deep ...

Author: Louise Derman-Sparks

Publisher: Teachers College Press

ISBN: 9780807773406

Category: Education

Page: 177

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With a focus on the leader’s role in initiating and sustaining anti-bias education in programs for young children and their families, this book is both a stand-alone text and a perfect companion for Anti-Bias Education for Young Children and Ourselves. It emphasizes that this work is not only about changing curriculum, but requires thoughtful, strategic, long-term planning that addresses all components of an early childhood program. With a powerful combination of conceptual frameworks, strategies, and practical tools, Louise Derman-Sparks, renowned expert on anti-bias education, together with experienced early childhood directors Debbie LeeKeenan and John Nimmo explain the structural and individual changes leaders must foster. Featuring the authors’ extensive experience in the field, supplemented with insights from other anti-bias educators, they build on and expand current thinking about best early childhood leadership practices. This is an essential resource for anti-bias education leaders engaged in change in the wide range of early childhood care and education settings. Book Features: The principles, guidelines, and strategies needed for school- and program-wide transformation. Activities for working with teachers and families to integrate an anti-bias approach. Strategies for supporting and strengthening the leader’s ability to initiate and sustain anti-bias education change, including resources to increase staff skills for implementing anti-bias education with children. Tools for assessing anti-bias education progress and managing mandated standards and assessments. “A concise and powerful message for anti-bias leaders in early childhood education everywhere. A truly inspired gift of lessons from the movement, for the movement.” —Carol Brunson Day, President of the Board, National Association for the Education of Young Children “If you are an educator wanting to see more equity and inclusiveness in the world, at times discouraged confused, or overwhelmed with how to manage the conflict that always emerges in the change process, you’ll find reassurance, resources, and strategic thinking to engage in this anti-bias work.” —Margie Carter, author, The Visionary Director, and international early childhood consultant "It is never too early to prepare children to deal effectively with issues of race, class, gender, family, and ability and equity. This book is a tool box for building early childhood programs that foster sentiments of justice and fairness in leaders, teachers, and young children, and help them to act on these values.” —Herbert Kohl, educator and bestselling author of The Herb Kohl Reader: Awakening the Heart of Teaching

The New Early Childhood Professional

... DEBBIE LEEKEENAN, & JOHN NIMMO Exploring Mathematics Through Play in the Early Childhood Classroom AMY NOELLE PARKS Becoming Young Thinkers: Deep ...

Author: Valora Washington

Publisher: Teachers College Press

ISBN: 9780807773840

Category: Education

Page: 162

View: 193

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For today’s early childhood educator, change is a non-negotiable reality. While the size, force, and direction of change can often seem overwhelming, this book shows the way toward overcoming these gigantic odds or “Goliaths.” The New Early Childhood Professional recounts some of the heroic stories and strategic approaches used by early childhood educators who participated in the CAYL Institute Fellowship programs. The authors share a specific framework with concrete steps to help educators become positive change makers in the field of early care and education. Complete with resources, tools, and questions for reflection, this handbook takes readers through four progressive paths toward becoming an architect of change: Analysis—When confronting seemingly insurmountable situations, instead of being overwhelmed, think and reflect about the situation and discover hidden insights. Advance—Better understand the nature of problems while also strengthening your vision and identity through planning and preparation. Act—Begin with everyday challenges and use what you know from every situation, in every interaction with a child, parent, peer, or administrator. Accelerate—Focus on what you want to change, gather allies, document, and communicate. “A talented leader is required to pull all the building blocks of quality together into a harmonious community. For this reason, The New Early Childhood Professional is a vital resource for both new and experienced early childhood leaders. . . . Readers, be prepared to be jolted out of your comfort zone. This book will challenge, inform, provoke, and inspire you.” —From the Foreword by Roger and Bonnie Neugebauer, publishers of Exchange Magazine “In this book, Washington, Gadson, and Amel lay out a proven, intentional, strategic, and clear approach to effect change collectively and individually. A definite must-read.” —Marta T. Rosa, Senior Executive Director, Department of Government and External Affairs, and Community Impact/Chief Diversity Officer “At a pivotal moment in early childhood education, the authors give us the tools to become agents of change on behalf of young children. This highly readable discussion leaves us with no more excuses.” —Jacqueline Jones, executive director of the Foundation for Child Development in New York

Courageous Leadership in Early Childhood Education

Teaching Kindergarten: Learner-Centered Classrooms for the 21st Century JULIE ... NIMMO Exploring Mathematics Through Play in the Early Childhood Classroom ...

Author: Susi Long

Publisher: Teachers College Press

ISBN: 9780807774519

Category: Education

Page: 212

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In this inspiring collection, 13 early childhood leaders take action to challenge and change inequitable educational practices in preschools and elementary schools. For them, educating for social justice is not an empty platitude. Steadfast and resolute, they turn rhetoric into reality as they guide early childhood teachers to teach for social justice innovatively and strategically. Through the voices of families, teachers, and the administrators themselves, each chapter shares ways that these leaders use the power entrusted in them to question and disrupt discriminatory and marginalizing practices that deny opportunities for some students while privileging others. The book includes insights, strategies, and resources that administrators can use to build confidence, knowledge, and skills as they invest in more equitable and just pre/schools. Book Features: Highlights the actions of administrators as they take a stand to transcend standardized approaches to teaching and learning, creating more equitable educational environments.Portrays strategies and resources used to engage teachers in critical examination of self and the institutions in which they work.Describes principles and practices that guide administrators as they support the development of culturally relevant practices and policies. Offers powerful ways early childhood administrators can approach inequitable mandates.Highlights the voices of families as they participate in and are impacted by the work of administrators. “Susi Long, Mariana Souto-Manning, and Vivian Vasquez, scholars with stellar reputations in the fields of early childhood education, critical literacy, and social justice education, have combined their considerable talents to edit a book that will serve as a beacon of hope for administrators, policymakers, and educators at all levels of learning and teaching.” —From the Foreword by Sonia Nieto, professor emerita, University of Massachusetts, Amherst and bestselling author

Teaching Kindergarten

Learner-Centered Classrooms for the 21st Century Julie Diamond, ... JOHN NIMMO Exploring Mathematics Through Play in the Early Childhood Classroom AMY ...

Author: Julie Diamond

Publisher: Teachers College Press

ISBN: 9780807774175

Category: Education

Page: 160

View: 549

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Today’s kindergarten teachers face enormous challenges to reach district-mandated academic standards. This book presents a model for 21st-century kindergartens that is rooted in child-centered learning and also shaped by the needs and goals of the present day. Classroom teachers working with diverse populations of students and focusing on issues of social justice provide vivid descriptions of classroom life across urban and rural communities. Teacher reflections and commentary from the editors link teacher decisions to principles of good practice. Teaching Kindergarten illustrates how a progressive, learning-centered approach can not only meet the equity and accountability goals of the Common Core State Standards but go well beyond that to educate the whole child. Book Features: Rich examples of learner-centered teaching in diverse public school settings.Depictions of integrated curricula in science, social studies, math, arts, and language arts that address Common Core and other standards.Connections to recent developmental research and pedagogy.Programs promoting social and cultural awareness.Photographs of children’s projects and a list of children’s books. “The teachers you are about to read tell stories no one has heard before, at a time when it is difficult to hear the individual voices in the classroom. No grade level needs this soul-searching examination more than kindergarten. This book maps a remarkable number of journeys toward this goal. I hope teachers will be inspired to add their own voices to the process of renewal.” —Vivian Gussin Paley, internationally renowned educator, author, and classroom teacher “We need this book. It speaks eloquently to what good practice looks like in real schools, as well as what it means to be a good teacher. These are stories of amazing educators whose work addresses what equity is all about—starting with 5 year olds. It’s too bad the next 12 years of school are not more like these kindergarten classrooms.” —Deborah Meier, education activist, senior scholar at New York University’s Steinhardt School of Education

In the Spirit of the Studio

Leading Anti-Bias Early Childhood Programs: A Guide for Change LOUISE ... JOHN NIMMO Exploring Mathematics Through Play in the Early Childhood Classroom AMY ...

Author: Lella Gandini

Publisher: Teachers College Press

ISBN: 9780807756324

Category: Education

Page: 224

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This critically acclaimed, lavishly illustrated book will help educators create the highest quality learning opportunties for a new generation of children. The Second Edition features substantial and important changes, including the addition of new chapters by pioneers of the work that happens in the atelier who draw on several decades of experience. The atelier of studio is a key element of the renowned preschools and infant-toddler centres of Reggio Emeilia, Italy. This beautiful, full-colour resource explores how the experiences of children interacting with rich materials in the atelier affect an entire school's approach to the construction and expression of thought and learning. The authors provide examples of projects and address practical aspects of the atelier, including organizing the environment and using materials. No other book presents a more thorough examination of the philosophy, practice, and essential influence of the Reggio-inspired studio.

Eight Essential Techniques for Teaching with Intention

Leading Anti-Bias Early Childhood Programs: A Guide for Change LOUISE ... JOHN NIMMO Exploring Mathematics Through Play in the Early Childhood Classroom AMY ...

Author: Ann Lewin-Benham

Publisher: Teachers College Press

ISBN: 9780807773802

Category: Education

Page: 196

View: 830

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In her latest book, bestselling author Ann Lewin-Benham describes eight techniques that foster intentional and reflective classroom practice. She presents over 70 novel exercises to help teachers learn to use body, face, hands, voice, eyes, and word choices to precisely convey meaning. Some exercises are for teachers to practice, while others build intention and reflection in children. Dozens of scenarios from typical classroom situations contrast unintentional and intentional teaching behaviors. A self-assessment enables teachers to measure how intentional and reflective they become as they learn to use the eight techniques. This lively and often humorous resource is a companion to Lewin-Benham’s Twelve Best Practices for Early Childhood Education, which explains what to teach and why. This new book explains how to teach. Book Features: Shows teachers how to incorporate the body’s micro-actions in their teaching.Presents “mindfulness” techniques, the leading edge in psychotherapy.Includes scenarios that show the impact words have on children.Explains the relation between up-to-the-minute brain research and the techniques presented.Unpacks the effectiveness of the Reggio Approach to teaching. “Whether you have never stepped into a classroom as a teacher, or whether (like me) you have taught various subjects at various ages for decades, you cannot fail to learn from this book.” —From the Foreword by Howard Gardner, professor of cognition and education at the Harvard Graduate School of Education “With her eight essential techniques, Lewin clearly and beautifully captures the essence of the decisionmaking dynamics from which effective teaching and learning environments emerge.” —Carol Brunson Day, Board President 2014–2016, NAEYC

Transforming Mathematics Teacher Education

... Education at Michigan State University and author of Exploring Mathematics Through Play in the Early Childhood Classroom (Teachers College Press).

Author: Tonya Gau Bartell

Publisher: Springer

ISBN: 9783030210175

Category: Education

Page: 181

View: 703

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This book builds on the Teachers Empowered to Advance Change in Mathematics (TEACH Math) project, which was an initiative that sought to develop a new generation of preK-8 mathematics teachers to connect mathematics, children’s mathematical thinking, and community and family knowledge in mathematics instruction – or what we have come to call children’s multiple mathematical knowledge bases in mathematics instruction, with an explicit focus on equity. Much of the work involved in the TEACH Math project included the development of three instructional modules for preK-8 mathematics methods courses to support the project’s goals. These activities were used and refined over eight semesters, and in Fall 2014 shared at a dissemination conference with other mathematics teacher educators from a variety of universities across the United States. Chapter contributions represent diverse program and geographical contexts and teach prospective and practicing teachers from a variety of socioeconomic and ethnic backgrounds, in particular providing accounts of supports, challenges, and tensions in implementing equity-based mathematics teacher education. The chapters supply rich evidence and illustrative examples of how other mathematics teacher educators and professional developers might make the modules work for their unique practices, courses, workshops, and prospective teachers/teachers. It promises to be an important resource for offering guidance and examples to those working with prospective teachers of mathematics who want to create positive, culturally responsive, and equity-based mathematics experiences for our nation’s youth.

Healthy Learners

A Whole Child Approach to Reducing Disparities in Early Education Robert Crosnoe ... Exploring Mathematics Through Play in the Early Childhood Classroom AMY ...

Author: Robert Crosnoe

Publisher: Teachers College Press

ISBN: 9780807757093

Category: Education

Page: 168

View: 752

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The early childhood field has long understood that targeting the intersection of health and learning is integral to serving children, especially those from disadvantaged backgrounds. Yet this developmentally informed educational philosophy has been jeopardized by an increased emphasis on standards-based accountaibility. In this book, the authors explain why healthy learning is good for children, schools, and society and they suggest concrete ways to make it happen. Moving back and forth between national statisitcs and the intimate voices of parents, teachers, and service providers in a large urban school district, they formulate an action plan for educating the whole child and reducing educational inequities. While the book covers a broad specturm of American children, special attention is given to the growing population of Mexican immigrant children. Chapters include: Issues to Ponder, Keywords, Take-Home Messages, and Next Questions.

Teaching and Learning in a Diverse World

Leading Anti-Bias Early Childhood Programs A Guide for Change LOUISE ... JOHN NIMMO Exploring Mathematics Through Play in the Early Childhood Classroom AMY ...

Author: Patricia G. Ramsey

Publisher: Teachers College Press

ISBN: 9780807773628

Category: Education

Page: 207

View: 346

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How can we create truly multicultural classrooms? In this new edition of her popular text, renowned early childhood educator Patricia Ramsey draws on a wide range of research and practice from different communities around the world to further explore the complexities of raising and teaching young children in a world fraught with societal divisions and inequities.Using engaging examples and stories, this comprehensive volume offers concrete suggestions to encourage teachers to reflect on their own histories and experiences and to challenge and rethink their assumptions and attitudes toward children and teaching. This new, up-to-date edition describes research-based classroom practices to engage children in exploring the complexities of race, economic inequities, immigration, environmental issues and sustainability, gender and sexual orientation and identities, and abilities and disabilities. It also addresses the challenges of teaching in the context of globalization, pervasive social media, and increasing standards and accountability. Book Features: Addresses social and economic inequities and how they affect staff relationships, interactions with parents, and children’s classroom experiences.Offers strategies to help teachers initiate conversations with colleagues, parents, and children.Discusses long-term structural decisions about early childhood programs, as well as day-to-day classroom teaching plans.Includes questions that prompt teachers to recognize the influence of overt and covert societal forces on their motivations and views of children.Free supplemental resources, including a comprehensive list of suggested books, can be downloaded at www.tcpress.com. “A pioneer in multicultural/social justice education for young children, this book reflects Patty Ramsey’s life-long commitment to, and ever-deepening understanding of the issues, challenges, and hopes of inclusive, equitable early childhood programs. At a time when our country seems increasingly polarized over the value and meaning of justice for all, her insights and suggestions are as needed as ever.” —Louise Derman-Sparks, international consultant on anti-bias education with children and adults, and co-author of Leading Anti-Bias Early Childhood Programs: A Guide for Change “This book is a timely, relevant resource for anyone who works with young children in any capacity. It supports practitioners to develop an individualized approach to infusing multicultural education—broadly defined—into their world views and work. Ramsey makes a clear and convincing case that multicultural education is not an ‘add-on’; it is a vehicle for shaping children’s lives and creating a more just society.” —Takiema Bunche Smith, Director of the Early Education Leadership Institute at SCO/FirstStepNYC

Pre K Stories

Playing with Authorship and Integrating Curriculum in Early Childhood Dana ... NIMMO Exploring Mathematics Through Play in the Early Childhood Classroom AMY ...

Author: Dana Frantz Bentley

Publisher: Teachers College Press

ISBN: 9780807761311

Category: Education

Page: 168

View: 563

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Pre-K Stories offers a lively exploration of how one classroom community played with and collaboratively engaged in authorship. Through everyday stories, readers are invited to witness and engage with classroom practices that honor young children’s brilliance and build on their questions, interests, and strengths. Weaving together literacy, language arts, social studies, science, mathematics, and more, the authors illustrate how curriculum can be authentically and meaningfully integrated. They also offer a unique perspective on the development of language and literacy practices by framing children’s play narratives as the foundation from which rich curricula can grow. Pre-K Stories allows readers to experience the rich cadence of a classroom, while also coming to understand important theories that undergird early childhood teaching and young children’s learning. Book Features: Rich descriptions and examples of 4-year-old children’s authoring and writing processes. Engaging narratives from the perspective of an early childhood teacher and students. A unique perspective on the development of language and literacy practices through children’s play. A view of young children as powerful and capable of co-constructing curriculum with teachers. A dynamic approach that has broad implications for literacy and integrative curriculum practices in early childhood.

Reshaping Universal Preschool

Reshaping Universal Preschool: Critical Perspectives on Power and Policy ... JOHN NIMMO Exploring Mathematics Through Play in the Early Childhood Classroom ...

Author: Lucinda G. Heimer

Publisher: Teachers College Press

ISBN: 9780807778128

Category: Education

Page:

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This is a comprehensive, detailed account of the complex state of Universal Preschool (UPK) in the United States. As discussions regarding access, equity, and the societal value of early childhood education enter into the public forum, this book offers critical perspectives for next steps. The authors join the synergy of wonder to the practicality of wisdom to navigate complicated systems of power, relationships, and discourse. Cross-sector efforts to address planning and implementation of UPK are examined while acknowledging the current inequitable nature of the field. The book is a cautionary tale that includes historical and current vignettes showing that some issues in UPK collaboratives are constant across time. To bring the discussion alive, a variety of stakeholder perspectives offer insights into the “why” behind policy decisions. Reshaping Universal Preschool will help stakeholders explore, reflect, and apply lessons learned to existing or potential UPK collaborative efforts. Book Features: Honors and illustrates perspectives from the participants—families, teachers, support staff, administrators, researchers, and policymakers.Considers the complicated nature of perceived power among stakeholders.Offers pragmatic suggestions to consider while engaging in policy changes that affect early childhood practice.Provides insight on collaborative practices building up from early education to the larger educational context.Contains reflective questions to help readers apply the research and concepts to their own practice, situation, and communities.

Young Investigators

... DEBBIE LEEKEENAN, & JOHN NIMMO Exploring Mathematics Through Play in the Early Childhood Classroom AMY NOELLE PARKS Becoming Young Thinkers: Deep ...

Author: Judy Harris Helm

Publisher: Teachers College Press

ISBN: 9780807774809

Category: Education

Page: 26

View: 219

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“As an elementary school principal and former teacher educator, I highly recommend this book. It is an essential professional development tool for promoting effective teaching and learning. I bought the 2nd edition of this book for my entire staff. The content of the book centralizes authentic, student-driven project work that leads to positive outcomes for elementary and early childhood students.” —Tricia DeGraff, Principal, Academy for Integrated Arts Now in its Third Edition, Young Investigators provides an introduction to the project approach with step-by-step guidance for conducting meaningful investigations with young children. The authors have expanded their bestseller to include two new chapters—How Projects Can Connect Children with Nature and Project Investigations as STEM—and to provide more help to teachers of the youngest children (toddlers) and older children (2nd grade). The new edition also shows teachers how to use standards in the topic selection process and identifies activities and experiences that will help children grasp key concepts and skills. Throughout the text, readers listen to teachers’ concerns, witness how they find solutions to challenges, and experience how excited children become during project work. This book is appropriate for those new to using the Project Approach, as well as for teachers who already have experience with implementing the Project Approach. Praise for Previous Editions: “Everything you could possibly need to start a project is covered in this book, so start investigating!” —Association for Childhood Education International “A readable and extremely valuable book…includes a planning journal with step-by-step guidance for doing a first project with young children.” —Child Care Plus “Along with tips on how to get started and successfully carry out this approach, readers will find methodologies for maintaining curricular standards and utilizing technology.” —ENC Focus

Guiding Principles for the New Early Childhood Professional

... JOHN NIMMO Exploring Mathematics Through Play in the Early Childhood Classroom AMY PARKS Becoming Young Thinkers: Deep Project Work in the Classroom ...

Author: Valora Washington

Publisher: Teachers College Press

ISBN: 9780807758694

Category: Education

Page: 144

View: 524

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With growing evidence about the critical period of birth to age 5 for child development and learning, the imperative to professionalize the early childhood education workforce has never been greater. In this follow-up to The New Early Childhood Professional: A Step-By-Step Guide to Overcoming Goliath, the authors share lessons learned from their work with thousands of practitioners. They focus on four Guiding Principles to leading change: the need to Respect diverse opinions, to seek Equity, and to acknowledge the field's Strengths while doing the hard work to enhance Competence. With a strategic emphasis on building professional communities, strengthening professional capital, and working together to craft solutions, Guiding Principles for the New Early Childhood Professional presents a clearer vision of a unified future in early childhood care and education.

STEM Learning with Young Children

EARLY. CHILDHOOD. EDUCATION. SERIES. Sharon Ryan, Editor ADVISORY BOARD: Celia ... NIMMO Exploring Mathematics Through Play in the Early Childhood Classroom ...

Author: Shelly Counsell

Publisher: Teachers College Press

ISBN: 9780807774564

Category: Education

Page: 201

View: 755

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This teacher’s guide provides the background information, STEM concepts, and strategies needed to successfully implement an early STEM curriculum (Ramps and Pathways) with young children, ages 3–8. R&P actively engages young children in designing and building ramp structures using wooden cove molding, releasing marbles on the structures, and observing what happens. Children use logical-mathematical thinking and problem-solving skills as they explore science concepts related to motion, force, and energy. This guide helps teachers to: Structure and organize an engaging STEM learning environment. Understand and promote logical-mathematical and scientific thinking during investigations. Promote social settings that enhance communication, cooperation, and collaboration. Make the necessary accommodations and modifications for diverse learners. Integrate STEM concepts and skills with other content areas. Align teaching and learning with Next Generation Science Standards (NGSS) and Common Core State Standards (CCSS). Assess STEM learning using formative and summative assessments. Establish adult learning communities to support ongoing professional development. Help children develop habits and behaviors that contribute to positive attitudes toward STEM. This one-of-a-kind resource uses a newly created Inquiry Teaching Model (ITM) as the conceptual framework and devotes specific attention to the importance of an inclusive, social, STEM learning environment in which children are free to collaborate, take risks, and investigate within the context of exploratory and constructive play. “This book is a must for all concerned with the education of young children. Using ramps and pathways as an exciting and stimulating example of how to engage children in rich STEM experiences, this team of highly knowledgeable and skilled researchers and practitioners draw from their deep and extensive backgrounds to present a clear and comprehensive view of the current landscape of inquiry-based STEM teaching and learning for young children. It is a book that can and should inform both policy and practice.” —Karen Worth, Elementary Education Department, Wheelock College