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Physical Science

Physical Science Everyday concepts about physical science are acquired as children do such things as paint in the art center, build with magnetic translucent tiles on the light table, see their shadows while running outdoors, or try to push a heavy truck up a wooden ramp in the block center. As they manipulate and observe […]

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Science Concepts and Curriculum Activities

Science Concepts and Curriculum Activities Science content and curriculum are currently not emphasized in early learning standards and primary grades curriculum to the same extent as mathematics. But teachers should facilitate science learning and scientific inquiry through both informal and structured or facilitated investigations (Hamlin & Wisneski, 2012). Informal science learning occurs daily as children

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Data Analysis and Probability

Data Analysis and Probability Through daily experiences, children learn to answer questions of practical value by organizing, interpreting, and representing information with graphs and charts, pictures, and words. Graphing activities should move from concrete to abstract, starting with three-dimensional graphs using beads on a string, stacking rings on dowel rods, or interlocking Unifix cubes to

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How might you have documented the work children were doing to encourage ongoing discussion and problem solving?

Stop and Reflect How did this project involve children in mathematics and science processes reflected in the standards? How might you have documented the work children were doing to encourage ongoing discussion and problem solving? Temperature Understanding that temperature is something that can be measured is abstract and difficult for young children other than in

How might you have documented the work children were doing to encourage ongoing discussion and problem solving? Read More »

How did this project involve children in mathematics and science processes reflected in the standards?

Stop and Reflect How did this project involve children in mathematics and science processes reflected in the standards? How might you have documented the work children were doing to encourage ongoing discussion and problem solving? Temperature Understanding that temperature is something that can be measured is abstract and difficult for young children other than in

How did this project involve children in mathematics and science processes reflected in the standards? Read More »

Stop and Reflect

Stop and Reflect How did this project involve children in mathematics and science processes reflected in the standards? How might you have documented the work children were doing to encourage ongoing discussion and problem solving? Temperature Understanding that temperature is something that can be measured is abstract and difficult for young children other than in

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The Twenty-Four Foot Python: A Teachable Moment about Measurement

The Twenty-Four Foot Python: A Teachable Moment about Measurement Ms. Deanna was working her way through Shel Silverstein’s book Light in the Attic (1981, p. 44) with her preschool/kindergarten class when she came to “Snake Problem”: It’s not that I don’t care for snakes, But oh what do you do When a 24-foot python says

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Spatial Relationships

Spatial Relationships Activities that promote spatial relationships focus on encouraging children to locate bodies or objects in space, use their knowledge of spatial relationships to describe where something is located, interpret representations of spatial relationships (mapping), and represent spatial relationships with symbols (mapping). Active games such as hide and seek, duck-duck goose, or building an

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Patterns and Patterning

Patterns and Patterning In mathematics, a pattern represents a repeating series of any kind. We want to help children learn to recognize, replicate, represent, and extend visual, sound, and motor patterns. Many of the typical materials in Figure 10.2 are useful for learning about, copying, and creating patterns. To identify a pattern, children apply classification,

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