Mathematics activities can contribute to later success in both math and reading, but activities focused on math and spatial learning can also be really fun and playful for young children—and for their teachers!
Authored by
Authored by:
Ashley Lewis Presser, Danae Kamdar, Ximena Dominguez
This article discusses why engineering is important in the early years, what are core elements of engineering, and how you can foster engineering in your setting.
Authored by
Authored by:
Katherine Laguzza, Katherine Katzer, Mary Eileen McDonnell, Christine Cunningham
Young children love to explore the world around them—and STEM activities are a great way to help them do it. With so many STEM ideas to choose from, how do you find what is best for your child?
Young children love to explore the world around them—and STEM activities are a great way to help them do it. With so many STEM ideas to choose from, how do you find what is best for your child?
When you go online to search for a science activity, how can you know which activities will really help children build knowledge about STEM (science, technology, engineering, and math) and support their scientific thinking?
Through the following examples, we aim to show how teachers can support young children’s growth in ways that are important to emergent writing development, with a focus on content knowledge, genre knowledge, and visual literacy.
Authored by
Authored by:
Carol A. Donovan, Diane C. Sekeres, Cailin Jane Kerch
In this article, the strategies we used for adapting our chosen curriculum to develop students’ critical thinking skills, language and literacy skills, and world knowledge.
Katie’s article describes her and her colleagues’ journey with a rare glimpse into what being on the frontline of a professional learning metamorphosis entails.
In this article, we explore a project whose goal is to use home- and community-based knowledge and concepts with which children are already familiar to introduce new topics around science and engineering in preschool.
Authored by
Authored by:
Christine M. McWayne, Jayanthi Mistry, Sunah Hyun, Virginia Diez, Cynthia Parker, Betty Zan, Daryl Greenfield, Kimberly Brenneman
In this article, we explore a project whose goal is to use home- and community-based knowledge and concepts with which children are already familiar to introduce new topics around science and engineering in preschool.
Authored by
Authored by:
Christine M. McWayne, Jayanthi Mistry, Sunah Hyun, Virginia Diez, Cynthia Parker, Betty Zan, Daryl Greenfield, Kimberly Brenneman
This Young Children cluster advocates a curriculum that is knowledge-rich, that is authentically connected to children’s social and cultural contexts, and that promotes positive perceptions of social identities.
Knowledge-Rich Curriculum: Supporting Identity Development & Advancing Equity
The December issue of Young Children includes a cluster of articles with perspectives on enriching curriculum by connecting lessons to children's social and cultural contexts.
If you join children during their play and ask open-ended, person-oriented and process-oriented questions, you can gain information about what each child understands and is coming to understand.
If your center is operating fairly “normal,” what have you noticed during play? Are children talking about COVID? Do they interact the same way as before?
