Project Hands-On Math: Making a Difference in K–2 Classrooms

1989 ◽  
Vol 36 (8) ◽  
pp. 14-16
Author(s):  
Dorothy R. Fielder
Keyword(s):  
Early Childhood ◽  
Concept Development ◽  
The State ◽  
Early Childhood Mathematics ◽  
Hands On ◽  
Making A Difference

How does one go about convincing teachers of early childhood mathematics that the hands-on manipulation of meaningful models by children is essential to concept development? That was one of the primary goals of Hands-On Math, a developmental project funded from 1985 to 1987 by the state of Georgia through a grant by the 1985 Quality Bas ic Education (QBE) Act.

What's Going On…

1974 ◽  
Vol 21 (7) ◽  
pp. 599-600
Keyword(s):  
Early Childhood ◽  
Mathematics Education ◽  
Early Childhood Education ◽  
Learning Experiences ◽  
Early Learning ◽  
Concept Development ◽  
Classroom Teachers ◽  
Early Childhood Mathematics ◽  
Affective Development ◽  
Childhood Education

Classroom teachers, curriculum spectal ists, administrators, and others interested in early childhood mathematics education are Invited to attend the NATIONAL LEADERSHIP CONFERENCE ON MATHEMATICS FOR EARLY CHILDHOOD to be held 23–25 January 1975 in Reston, Virginia. The conference, planned by the Association for Childhood Education International (ACEI) and the NCTM, will explore ways to he lp teachers (1) mathematize the young child's environment; (2) understand the child's cognitive, language, and affective development with respect to mathemat ical learning; (3) assess the child's level of concept development in order to plan appropriate mathemat ical learning experiences for him; (4) understand the importance of continuity in early learning expe riences; and (5) review and analyze recent research relevant to mathemat ics in early childhood education. For further information, write to the NCTM Headquarters Office, 1906 Association Drive, Reston, VA 22091.

scholarly journals Professionalisation of early childhood education and care practitioners: Working conditions in Ireland

2021 ◽  
pp. 146394912110101
Author(s):  
Geraldine Mooney Simmie ◽  
Dawn Murphy
Keyword(s):  
Early Childhood ◽  
Women Workers ◽  
Early Childhood Education ◽  
Performance Management ◽  
Working Conditions ◽  
The State ◽  
Developmental Needs ◽  
Childhood Education ◽  
Care Workers ◽  
Education And Care

The last decade has revealed a global (re)configuring of the relationships between the state, society and educational settings in the direction of systems of performance management. In this article, the authors conduct a critical feminist inquiry into this changing relationship in relation to the professionalisation of early childhood education and care practitioners in Ireland, with a focus on dilemmatic contradictions between the policy reform ensemble and practitioners’ reported working conditions in a doctoral study. The critique draws from the politics of power and education, and gendered and classed subjectivities, and allows the authors to theorise early childhood education and care professionalisation in alternative emancipatory ways for democratic pedagogy rather than a limited performativity. The findings reveal the state (re)configured as a central command centre with an over-reliance on surveillance, alongside deficits of responsibility for public interest values in relation to the working conditions of early childhood education and care workers, who are mostly part-time ‘pink-collar’ women workers in precarious roles. The study has implications that go beyond Ireland for the professionalisation of early childhood education and care workers and meeting the early developmental needs of young children.

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.

scholarly journals Features of the E-Government Services Development in the COVID-19 Pandemic Context

2021 ◽  
Author(s):  
Vladislav Aleksandrovich Belyi ◽  
Andrei Vladimirovich Chugunov
Keyword(s):  
Comparative Analysis ◽  
Public Transport ◽  
Smart City ◽  
Concept Development ◽  
The State ◽  
Government Services

The article analyses the features of the state electronic services development based on the results of a St Petersburg residents survey. The survey, the main purpose of which was to identify the opinion of citizens about the relevance, level of trust and attitude towards the services of Smart City, was conducted in March 2020, in the midst of the COVID-19 pandemic. We used the data from previous studies for a comparative analysis of the Smart City concept development. As a result, we identified the most popular electronic services, as well as the factors that influence the success of their implementation. The results showed that the most relevant services for the residents of St. Petersburg are electronic services in the healthcare and medicine (78%), safe city services (70%), two types of electronic services in the field of transport: for passengers of public transport (63%) and owners of personal vehicles (61%). The parameters of functionality, trust and development of services are determined and analyzed additionally.

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