In this excerpt of our book The Young Child and Mathematics, third edition, we showcase children’s thinking about data as a teacher engages her preschoolers in a data-centric activity.
Authored by
Authored by:
Angela Chan Turrou, Nicholas C. Johnson, Megan L. Franke
The following classroom activity and its home extension include step-by-step instructions and sample questions to promote conversations about spatial orientation to build children’s reasoning processes and spatial terminology.
Use the following tips to build on your preschooler’s math skills—including counting, pattern recognition, and sequencing to solve problems—to support computational thinking.
You can build upon children’s capacity for number composition and decomposition through engaging games and stories and authentic and meaningful experiences.
Authored by
Authored by:
Alissa A. Lange, Hagit Mano, Sylwia Lech , Irena Nayfeld
In this article, we look at how a service-learning project helped foster receptive language competencies for infants through art experiences and encouraged socially and culturally responsive practices by students.
Even the smallest moment has great potential for learning. But what makes a moment “teachable,” and how can early childhood educators transform an everyday occurrence into such a learning experience?
This article explains how to cultivate trust in young children so their interactions with other children and their friendships function in healthier, stronger ways.
In his teacher research, Ron Grady investigates how play can support and scaffold a favorite domain of so many early childhood professionals—language and literacy.
When I explored the options Zoom provided during virtual meetings, I discovered that its Spotlight feature and the mute button were two ways to work toward learning goals and an approach focused on the whole child.
My favorite part of my work with families, educators, staff, and children is the privilege of mentoring, encouraging, motivating, and learning alongside them.
We may not be able to control the spread of the virus, the changing mandates, or the inequities and social justice issues intensified by the pandemic, but we can control how much our children feel loved by us.
For Alyssa Smith, the pandemic enabled her to view her courses on play and curriculum as a big “look into the mirror” to discern what matters and what was important about becoming a teacher.
This article outlines how teachers can use storytelling, empathy, perspective taking, and community engagement to foster ethics learning in the classroom.
This article explains how to cultivate trust in young children so their interactions with other children and their friendships function in healthier, stronger ways.
To create inclusive environments for every young child, early childhood educators must intentionally design and adapt the learning environment based on children’s diverse and unique assets, strengths, abilities, and needs.
Authored by
Authored by:
Alissa Rausch, Jaclyn Joseph, Phillip S. Strain, Elizabeth A. Steed
To be effective, individualized teaching includes a child’s entire educational team—teachers, specialists, and other professionals who collect assessment information, identify learning outcomes, use instructional strategies, and monitor progress.
Authored by
Authored by:
Christan Coogle, Emily R. Lakey, Jennifer R. Ottley, Jennifer A. Brown, Mollie Romano
