scholarly journals A study on recognitions and utilization for early childhood hands-on experience facilities using closed schools: with priority given to Chulma branch school of Gijang middle school

2016 ◽  
Vol 36 (6) ◽  
pp. 319-347
Author(s):  
Kweon,Mee-Ryang ◽  
Ha Yeon-hee ◽  
석선화
Keyword(s):  
Middle School ◽  
Early Childhood ◽  
Hands On

Coding Is Lit: Integrating Coding and Literacy in Early Childhood Inclusive Settings

2021 ◽  
pp. 004005992110101
Author(s):  
Nicole S. Fenty ◽  
Abby Pierce ◽  
Julia Schildwachter
Keyword(s):  
Early Childhood ◽  
Critical Thinking ◽  
Young Children ◽  
21St Century ◽  
Grade Level ◽  
Literacy Skills ◽  
Inclusive Settings ◽  
Hands On ◽  
Common Grade ◽  
To Receive

There has been an increased emphasis in recent years on supporting young children with building 21st century literacy skills such as critical thinking and collaboration. Unfortunately, young children with or at risk for disabilities are unlikely to receive access to experiences that build 21st century literacies. Pre-coding activities, which include hands-on coding games and stories appropriate for young children, are one way to provide access to this population of students. The purpose of this article is to provide details about how educators in early childhood inclusive settings may integrate pre-coding activities with everyday routines and procedures as well as with common grade level appropriate read alouds. Fundamentals of pre-coding are provided along with guidelines for planning and instruction.

Acute and Long-Term Services for Elementary and Middle School Children With Early Childhood Brain Injury

2021 ◽  
Vol 30 (2S) ◽  
pp. 908-919
Author(s):  
Jessica Salley ◽  
Libby Crook ◽  
Taylor Iske ◽  
Angela Ciccia ◽  
Jennifer P. Lundine
Keyword(s):  
Middle School ◽  
Special Education ◽  
Early Childhood ◽  
Brain Injury ◽  
Acute Care ◽  
Rehabilitation Services ◽  
Elementary And Middle School ◽  
Specific Education ◽  
Over Time

Purpose The purpose of this study was to investigate the rates of referral to and receipt of acute and long-term services and identify factors that could impact these rates for children who experienced an acquired brain injury (ABI) during early childhood who are now in elementary and middle school. Method This was a retrospective chart review and prospective phone survey of 29 caregivers of children with ABIs. Results Acutely, two thirds of this sample received hospital-based rehabilitation services, but only 44.8% of families reported receiving ABI-specific education or a referral to educational or rehabilitation services at the time of discharge. At an average of 8.5 years postinjury, children in this sample were largely reported to be performing positively in school. While special education rates did not change significantly over time, 20.7% of the sample reported having unmet educational needs. Additionally, service receipt decreased over time. Various injury and educational factors influenced rates of long-term special education and service receipt. Conclusions This study contributes to the emerging literature focusing on long-term outcomes of children with ABI. The results reinforce that children who experience an ABI in early childhood are unlikely to receive ABI-specific education or referrals to educational and rehabilitation services during their acute-care stay and, in the chronic stages of recovery, present with educational and therapy needs that can go unmet. To improve long-term service access for children who experience an early ABI, pathways need to be established within the acute-care setting for education and referrals that connect the child and family to treatment within early intervention and educational systems. Maintaining these pathways long term, particularly for potential social-behavioral and cognitive-communication concerns, could increase access to appropriate services and, thus, decrease unmet needs for children with ABI.

3 Questions for an Online Learning Leader

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Jill Drake
Keyword(s):  
Middle School ◽  
Early Childhood ◽  
Elementary Education ◽  
Vice President ◽  
Problem Posing ◽  
School Students ◽  
Bachelor Of Science ◽  
Rehabilitative Services ◽  
K 12 ◽  
The University

Dr. Jill Drake is both Professor in the College of Education and Associate Vice President for Academic Affairs at the University of West Georgia. In the latter role, she currently oversees academic programming and assessment, transfer agreements, and internal curriculum approval processes. Jill has experience teaching face-to-face and online courses at the graduate and undergraduate levels in educational foundations, early childhood, and elementary education. Her research focuses on assessment in K-5 mathematics education, problem posing, and teaching mathematics to diverse populations. Internationally recognized for her research on problem posing, Dr. Drake has published two mathematics activity books for high school and middle school students. Prior to her appointment at the University of West Georgia, Jill was an educator at the early childhood, elementary, and middle school levels. She completed a Bachelor of Science in Elementary Education, a Master of Education in K-12 School Counseling, and a Specialist in Health and Rehabilitative Services at Florida State University. She holds a Doctorate of Education in Curriculum and Supervision from the University of Georgia and completed a postdoctoral program in math education at the University of West Georgia.

The Arcs of Archaeology

1996 ◽  
Vol 1 (9) ◽  
pp. 688-693
Author(s):  
Bonnie S. Spence
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Real World ◽  
School Students ◽  
The Real ◽  
The Past ◽  
Hands On ◽  
New Ideas

For the past several years, i have sought out opportunities outside mathematics for personal enrichment and enjoyment. These experiences have caused me to become more aware of the connections between mathematics and other areas. As a result, I have begun developing lessons to show my students how mathematics is used in the real world. One summer I joined another teacher and twelve middle school students and decided to brave the eighteen-hour drive from Oklahoma to the Crow Canyon Archaeological Center in Co1tez, Colorado. The mathematical lesson discussed in this article emerged from one week of learning about the Anasazi culture and experiencing hands-on archaeology. Throughout the years, this lesson has been revised and expanded as both students and experience have given me new ideas.

Early Childhood Corner: ABCs of Early Mathematics Experiences

2005 ◽  
Vol 12 (4) ◽  
pp. 208-212
Author(s):  
Laurie E. Hansen
Keyword(s):  
Early Childhood ◽  
Mathematical Thinking ◽  
Early Age ◽  
Early Mathematics ◽  
Early Experiences ◽  
Learning Mathematics ◽  
Hands On ◽  
Everyday Experiences ◽  
Natural Way

Children begin to develop mathematical thinking long before they enter school. This acquisition occurs in a very natural way as children interact with the environment and their caregivers. Everyday experiences often lend themselves directly to learning mathematics. Planning meals, taking a bath, reading together, playing, and experiencing daily excursions are just a few examples of the daily opportunities children have to count, recognize shapes and numbers, and play with volume and measurement. Nurturing children's natural curiosity about, and aptitude in, mathematics at an early age is of utmost importance. A little encouragement can go a long way. Lozano and Medearis (1997) point out that young children's early experiences should be hands-on and meaningful.

Fishy Fun under the Sun

2003 ◽  
Vol 9 (2) ◽  
pp. 78-82
Author(s):  
Deborah A. Moore ◽  
Maria C. Schwarz
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Cooperative Learning ◽  
Learning Environment ◽  
The Sun ◽  
School Students ◽  
Ratio And Proportion ◽  
Hands On ◽  
And Mathematics ◽  
Integrate Science

MY FAVORITE SEQUENCE OF LESSONS involves fun and creative activities that are both interesting and accessible to middle school students. The activities described in this article give a teacher one week's worth of lessons that allow geometry and measurement as well as ratio and proportion to be addressed in a cooperative learning environment. These lessons integrate science and mathematics with hands-on exploration using manipulatives.

Measurement from the Bottom of the World to the Middle School Classroom

2004 ◽  
Vol 9 (8) ◽  
pp. 407-411
Author(s):  
Lee Anne Coester
Keyword(s):  
Middle School ◽  
Sixth Grade ◽  
Mathematics Lesson ◽  
True Story ◽  
Hands On ◽  
Sixth Grade Students ◽  
The World ◽  
School Classroom ◽  
Ice Floes ◽  
Student Inquiry

Take an incredible true adventure; add a lot of estimation and hands-on measurement; stir in parts of reading, writing, history, geography, and science; and one has the recipe for a powerful mathematics lesson. Shipwreck at the Bottom of the World is an extraordinary true story by Jennifer Armstrong. The book follows the story of Ernest Shackleton and 27 men who set out in 1914 to become the first people to cross Antarctica. Instead, their ship, the Endurance, became trapped in the ice and sank, leaving the crew who had no way to communicate with the outside world to find a way back to civilization. They made their way across ice floes and wild seas to an island where 22 of the men made camp to wait. Shackleton and 5 of his crew then set out in a 20-foot boat to cross 800 miles of ocean to find help. Nearly 2 years after the expedition began, the last of the crew were rescued, and all 28 men survived! For a week, in lieu of regular mathematics class and the time when teacher Karen Grokett normally reads to her sixth-grade students at Chase County Middle School in Strong City, Kansas, we went on a daily mathematics adventure. By doing a little planning and by inviting questions to encourage student inquiry, the lesson took on a remarkable life of its own.

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