Author: Computers in Early Childhood Curriculum Project (S. Aust.)
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 36

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Book Description

Author: Lilian Gonshaw Katz
Publisher: Praeger
ISBN: 9781567505016
Category : Early childhood education
Languages : en
Pages : 0

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Book Description
This new edition incorporates many insights and strategies the authors have learned while working extensively with teachers to implement the project approach. Since the popular first edition was published in 1989, the authors have continued to help teachers around the world understand the benefits of this approach. Katz and Chard discuss in great detail the philosophical, theoretical, and research bases of project work. The typical phases are presented and detailed suggestions for implementing each one are described. Using specific examples, this book clarifies and articulates the process and benefits of the project approach. These specific examples outline how children's intellectual development is enhanced. Years of working with teachers and young children from preschool to primary age provide the authors with first hand experience for employing the project approach. Helpful guidelines will aid teachers in working with this approach comfortably in order to gain the interset of children and in order for those to grow and florish mentally.

Author: Howard P. Parette
Publisher: Brookes Publishing Company
ISBN: 9781598572452
Category : Education
Languages : en
Pages : 0

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Book Description
Better teaching & learning through technology

Author: Teaching Strategies
Publisher: Delmar Pub
ISBN: 9780766832886
Category : Education
Languages : en
Pages :

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Book Description
The Creative Curriculum comes alive! This videotape-winner of the 1989 Silver Apple Award at the National Educational Film and Video Festival-demonstrates how teachers set the stage for learning by creating a dynamic well-organized environment. It shows children involved in seven of the interest areas in the The Creative Curriculum and explains how they learn in each area. Everyone conducts in-service training workshops for staff and parents or who teaches early childhood education courses will find the video an indispensable tool for explainin appropriate practice.

Author: Sara Lev
Publisher: Routledge
ISBN: 0429516487
Category : Education
Languages : en
Pages : 225

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Book Description
This ground-breaking book proves that Project Based Learning (PBL) does work in early childhood classrooms. Most common understandings of PBL in Pre-K through 2nd grade are rife with assumptions, misconceptions, and perceived barriers that have prevented its widespread implementation. Implementing Project Based Learning in Early Childhood breaks down these barriers, offering teachers and leaders at various stages of PBL implementation the tools, resources, instructional strategies, and suggestions needed to dispel the myths and discover the truth. Full of practical approaches and strategies, chapters encourage you to consider your current practices from new perspectives while "Reflect and Connect" sections provide opportunities to think through your questions, make connections to your current practices, and plan your next steps. Educators will gain a deep understanding of PBL in early childhood and build their confidence to engage all students in high quality Project Based Learning from the beginning of the school year to the end.

Author:
Publisher: Advancement of Science
ISBN:
Category : Education
Languages : en
Pages : 204

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Book Description
Educators, scholars, and researchers in the United States convened at the Forum on Early Childhood Science, Mathematics, and Technology Education to discuss how, when, and even if science, mathematics, and technology should be taught to pre-kindergarten children. The product of that forum, this book summarizes some of the latest thinking about early childhood science, mathematics, and technology education. Articles are organized into sections covering perspectives; learning context; first experiences in science, mathematics, and technology; and fostering high-quality programs. The articles are as follows: (1) "Early Childhood Education in Science, Mathematics, and Technology: An NSTA Perspective" (Fred Johnson--National Science Teachers Association); (2) "Toward a Research Agenda in Early Childhood Science, Mathematics, and Technology Education" (Alverna M. Champion--National Science Foundation); (3) "Making Sense of the World" (Shirley Malcom--American Association for the Advancement of Science); (4) "The Forum on Early Childhood Science, Mathematics, and Technology Education" (Jacqueline R. Johnson--Grand Valley State University, Allendale, Michigan); (5) "The State of Early Childhood Programs in America; Challenges for the New Millenium" (Barbara Day and Tracie Yarbrough--The University of North Carolina-Chapel Hill; (6) "Policy Implications for Math, Science, and Technology in Early Childhood Education" (Barbara T. Bowman--Erikson Institute); (7) "Concept Development in Preschool Children" (Susan A. Gelman--University of Michigan-Ann Arbor); (8) "Educating Young Children in Math, Science, and Technology" (David Elkind--Tufts University, Medford, Massachusetts); (9) "Science in Early Childhood: Developing and Acquiring Fundamental Concepts and Skills" (Karen K. Lind--University of Louisville, Kentucky); (10) "Early Childhood Mathematics" (Susan Sperry Smith--Cardinal Stritch University, Milwaukee, Wisconsin); (11) "Young Children and Technology" (Douglas Clements--SUNY-Buffalo, New York); (12) "Science Assessment in Early Childhood Programs" (Edward Chittenden and Jacqueline Jones--Educational Testing Service); (13) "Preparing Teachers of Young Learners: Professional Development of Early Childhood Teachers in Mathematics and Science" (Juanita V. Copley and Yolanda Padron--University of Houston, Texas); (14) "Partnerships among Families, Early Childhood Educators, and Communities To Promote Early Learning in Science, Mathematics, and Technology" (Heather B. Weiss--Harvard Family Research Project); and (15) "Playing Fair and Square: Issues of Equity in Preschool Mathematics, Science, and Technology" (Rebecca S. New--University of New Hampshire). Each article contains references. The book concludes with lists of selected resources and of the forum attendees. (HTH)

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309068363
Category : Education
Languages : en
Pages : 464

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Book Description
Clearly babies come into the world remarkably receptive to its wonders. Their alertness to sights, sounds, and even abstract concepts makes them inquisitive explorersâ€"and learnersâ€"every waking minute. Well before formal schooling begins, children's early experiences lay the foundations for their later social behavior, emotional regulation, and literacy. Yet, for a variety of reasons, far too little attention is given to the quality of these crucial years. Outmoded theories, outdated facts, and undersized budgets all play a part in the uneven quality of early childhood programs throughout our country. What will it take to provide better early education and care for our children between the ages of two and five? Eager to Learn explores this crucial question, synthesizing the newest research findings on how young children learn and the impact of early learning. Key discoveries in how young children learn are reviewed in language accessible to parents as well as educators: findings about the interplay of biology and environment, variations in learning among individuals and children from different social and economic groups, and the importance of health, safety, nutrition and interpersonal warmth to early learning. Perhaps most significant, the book documents how very early in life learning really begins. Valuable conclusions and recommendations are presented in the areas of the teacher-child relationship, the organization and content of curriculum, meeting the needs of those children most at risk of school failure, teacher preparation, assessment of teaching and learning, and more. The book discusses: Evidence for competing theories, models, and approaches in the field and a hard look at some day-to-day practices and activities generally used in preschool. The role of the teacher, the importance of peer interactions, and other relationships in the child's life. Learning needs of minority children, children with disabilities, and other special groups. Approaches to assessing young children's learning for the purposes of policy decisions, diagnosis of educational difficulties, and instructional planning. Preparation and continuing development of teachers. Eager to Learn presents a comprehensive, coherent picture of early childhood learning, along with a clear path toward improving this important stage of life for all children.

Author: Suzanne L. Krogh
Publisher: Routledge
ISBN: 1134076231
Category : Education
Languages : en
Pages : 369

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Book Description
Based on research that demonstrates the powerful advantages of integrating the curriculum while providing inquiry opportunities, The Early Childhood Curriculum shows how to make such an approach work for all children, preschool through the primary grades. The text demonstrates how to confidently teach using inquiry-based methods that address the whole child, while also meeting and exceeding academic standards. Offering a foundation in early childhood theory, philosophy, research, and development, the 2nd edition of this unique textbook helps future teachers, as well as current educators, understand the "why" of curriculum in early childhood and invests them with the skills they need to move from simply following a script to knowledgeably creating curricula on their own. Since each curricular subject has its own integrity, there is a chapter for each discipline, grounding the reader in the essentials of the subject in order to foster knowledgeable and effective integration. The 2nd edition of The Early Childhood Curriculum includes information on the most recent trends in national curriculum standards, particularly in regard to the Common Core State Standards Initiative and the Next Generation Science Standards. Coupled with this information are practical suggestions for meeting standards while still providing young learners with a truly child-centered educational experience. Chapters contain real-life vignettes that demonstrate inquiry and integration in practice. The entire text reflects the philosophy that the use of inquiry to seek and obtain information is one of the most valuable and powerful tools children can acquire along the way to becoming lifelong learners.

Author: Faith Rogow
Publisher:
ISBN: 9781938113970
Category : Education
Languages : en
Pages : 176

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Book Description

Author: Natalia Kucirkova
Publisher: Routledge
ISBN: 1351389866
Category : Education
Languages : en
Pages : 416

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Book Description
The Routledge International Handbook of Learning with Technology in Early Childhood focuses specifically on the most cutting-edge, innovative and international approaches in the study of children’s use of and learning with digital technologies. This edited volume is a comprehensive survey of methods in children’s technologies and contains a rich repertoire of studies from diverse fields and research, including both educational and developmental psychology, post-humanist literacy, applied linguistics, language and phenomenology and narrative approaches. For ease of reference, the Handbook's 28 chapters are divided into four thematic sections: introduction and opening reflections; studies answering ontological questions, which theorize how children take on original identities in becoming literate with technologies; studies answering epistemological questions, which focus on how children’s knowledge and learning are (co)constructed with a diverse range of technologies; studies answering practice-related questions, which explore the resources and conditions that create the most powerful learning opportunities for children. Expertly edited, this interdisciplinary and international compendium is an ideal introduction to such a diverse, multi-faceted field.