scholarly journals Analysis of Science and Mathematics Development of Early Childhood

2018 ◽  
Vol 1 (4) ◽  
pp. 1-10
Keyword(s):  
Early Childhood ◽  
Mathematics Development ◽  
And Mathematics

Early Childhood Teachers

2011 ◽  
pp. 126-150 ◽  
Author(s):  
Kevin Thomas ◽  
Kathleen Spencer Cooter
Keyword(s):  
Early Childhood ◽  
Teacher Preparation ◽  
Teacher Training ◽  
Early Childhood Teachers ◽  
Field Experiences ◽  
Technology Training ◽  
Google Earth ◽  
Virtual Manipulatives ◽  
Mathematics Classrooms ◽  
And Mathematics

This chapter reviews the state of technology training for early childhood educators in teacher preparation institutions across the country. Using NCATE and NAEYC standards as benchmarks of practice, the chapter outlines some current issues and research on technology training at the preservice level, such as course sequence, textbook choice, content infusion, field experiences, et cetera. The chapter also outlines three technologies, Web 2.0, Google Earth, and the virtual manipulatives that are accessible, free to users, require little teacher training, and have evidence to support their instructional benefits. These three well-developed technologies can easily be introduced to students and teachers as exemplars of constructivist pedagogical technology in early childhood science and mathematics classrooms. Activities using each are included.

Improvement of Laterality Through the ABN Method in a Learning Enviroment in Early Education

2021 ◽  
pp. 33-54
Author(s):  
David Zamorano-Garcia ◽  
Paula Flores-Morcillo ◽  
María Isabel Gil-García ◽  
Miguel Ángel Aguilar-Jurado
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Physical Education ◽  
The Body ◽  
Childhood Education ◽  
Left Handed ◽  
And Mathematics ◽  
The Right ◽  
The Relationship ◽  
Shed Light

This chapter aims to shed light on the relationship between the development of laterality and the learning of mathematics in early childhood education using the ABN method. Thus, the authors present an experience developed with 24 children of 4 and 5 years old from several sessions of physical education where laterality and mathematics were worked on in the framework of a project developed in the classroom. The neuropsychological laterality test and a psychomotor table with values referred exclusively to manual and foot laterality, and indicators referred to the ABN method were used as evaluation instruments. The results obtained indicate that students with homogeneous right- or left-handed laterality obtain better results, as well as those with crossed laterality, since they have defined their manual and foot dominance. However, students with undefined laterality obtain worse results, even showing a lateral tendency towards the use of the right side of the body.

Learning at home: What preschool children’s parents do and what they want to learn from their children’s teachers

2020 ◽  
pp. 1476718X2097132
Author(s):  
Susan Sonnenschein ◽  
Michele Stites ◽  
Rebecca Dowling
Keyword(s):  
Online Survey ◽  
Preschool Teachers ◽  
Home Based ◽  
Mathematics Development ◽  
And Mathematics ◽  
Children's Reading ◽  
To Receive ◽  
Children’S Reading ◽  
At Home ◽  
Reading And Mathematics

This study investigated the beliefs parents of preschoolers ( N = 126) have for facilitating their children’s reading and mathematics development. The study used an online survey distributed via social media to examine parents’ views of their children’s home-based reading and mathematics engagement, parents’ confidence to support their children’s reading and mathematics development, and the information they received and would like to receive from their children’s teachers. The results demonstrated three patterns: (1) parents prioritized children’s reading over their mathematics development, (2) the difference in children’s reported engagement in such activities may come from parents lacking confidence in how to foster their children’s mathematics skills, and (3) almost two/thirds of the parents wanted to receive more information from their children’s teachers, typically about children’s progress and activities and apps to do with their children at home. Preschool teachers play an important role in supporting home learning of reading and mathematics. Preschool teachers and parents need to collaborate on home-based activities that support such learning. We have demonstrated that even highly educated parents may lack the confidence to support their young children’s academic growth, particularly in mathematics, and so the support teachers provide to parents is critical.

scholarly journals STEM in English for Early Childhood Ecological Awareness in China

2019 ◽  
Author(s):  
Wenxiao Zhao
Keyword(s):  
Early Childhood ◽  
Picture Books ◽  
Mobile Apps ◽  
Video Camera ◽  
Mobile App ◽  
Early Years ◽  
Language Background ◽  
Ecological Awareness ◽  
And Mathematics ◽  
One Year

Changes in curricula, publication policy and information technology, notably in China have led to concentrations in the role of STEM (science, technology, engineering and mathematics) education in early childhood and applauded to proliferations of imported up-to-date reading materials and mobile apps in English. This paper proposes a longitude study of a Chinese toddler learning STEM by reading picture books and playing with tablet and suggests new horizons in parenting and in STEM education during children's early years. The present study carried out from 2016, when the participant reached one year old, eligible to learn to speak and to concentrate on the picture books read by parents who had filled a language background questionnaire with information on themselves and the participant. Tablet playing brought about for the two-year-old toddler and collections of STEM books in English was added for the second year. Data collection lasted for two years with an iLab video camera, capturing utterances and motions for five minutes per week transcribed by VoiceScript software. Tests were given quarterly at private home by tapping in mobile app "Bilingual Child Learning" which consists of 20 basic STEM themes before scores were collected. Findings indicate that (1) it is accessible for children of very early years to be engaged in English STEM resources, (2) kids' limited English dominance does not impede learning STEM, (3) and to think in English in early STEM contributes to children's English.

Sign in / Sign up

Export Citation Format

Share Document