Initial Validation of a Math Progress Monitoring Measure for Prekindergarten Students

Given the importance of math in today’s society, it is critical that children who are at risk for math difficulty are identified early. We developed and validated a prekindergarten math subtest (i.e., CIRCLE Progress Monitoring [CPM] Math Subtest). This teacher-completed measure evaluates domains considered important for later math development. Evaluation of validity was undertaken in a longitudinal sample of 383 children ( Mage = 4.9 years), and a follow-up sample of 3,691 children ( Mage = 4.4 years). The measure demonstrated adequate psychometric properties, including strong internal consistency reliability (α = .94) and test–retest reliability ( r = .78). Evaluation of concurrent and predictive validity demonstrated scores on the CPM Math Subtest were correlated with scores on other assessments at high levels ( rs from .55–.65). Exploratory and confirmatory factor analyses revealed that the subtest conforms to a well-defined five-factor model that parallels areas considered to be important in the math literature.

NCSS notable trade book lesson plan: Windows written by Julia Denos

Purpose The purpose of this paper, notable trade lesson plan, is to utilize a notable picture book in an early childhood application. Design/methodology/approach The approach of this notable trade book lesson plan is that of a hands-on interactive reading leading to a cultural exploration. Findings Young learners communicated connections with global communities, as they expressed similarities found between their evening routines and those of Germany. Opportunities arose for prekindergarten students to converse in a foreign language through a familiar song, as they discovered similarities and differences found in evening routines such as meals, games, family conversations and preparing for bedtime. Originality/value The value of this notable trade plan submission is in its ability to integrate geographical and cultural lessons into literacy contexts.

Disposition and Early Childhood Education Preservice Teachers

This study sought to investigate the development of social justice dispositions in early childhood preservice teachers. The participants of the study included two preservice teachers assigned to a four-week prekindergarten field experience, one Black and the other White, both female. This was a qualitative study utilizing observational case study methods and open coding. Data were collected using the Cultural Fluency Survey, the annotated lesson plans of the preservice teachers, and the reflective journal the kept; as well as the recorded responses of the prekindergarten students during the literature lesson in pictorial form. The researchers found the early childhood preservice teachers who participated in this study exhibited strong social justice dispositions in development. The current study may help teacher educators consider what areas of the early childhood program could be changed to equip relevant preservice teachers with multiple opportunities and field placement.

Disposition and Early Childhood Education Preservice Teachers

This study sought to investigate the development of social justice dispositions in early childhood preservice teachers. The participants of the study included two preservice teachers assigned to a four-week prekindergarten field experience, one Black and the other White, both female. This was a qualitative study utilizing observational case study methods and open coding. Data were collected using the Cultural Fluency Survey, the annotated lesson plans of the preservice teachers, and the reflective journal the kept; as well as the recorded responses of the prekindergarten students during the literature lesson in pictorial form. The researchers found the early childhood preservice teachers who participated in this study exhibited strong social justice dispositions in development. The current study may help teacher educators consider what areas of the early childhood program could be changed to equip relevant preservice teachers with multiple opportunities and field placement.

Can Kindergartners Do Fractions?

Do prekindergarten students describing and illustrating their attempts at fair-sharing tasks exhibit a spontaneous understanding of fractions prior to formal instruction? This researcher shares her findings.

Whimsical Path to Math: Implementing the Navigations Series

A Whimsical Path to Math, a series of themebased mathematics lessons, was inspired by my experience during a local school's Reading Week program. Dressed in costume as Mrs. Springtime-Fairy and reading Waiting for Wings (Ehlert 2001) to a class of prekindergarten students, I was awed by the delight and enthusiasm that the students displayed. Being a mathematics teacher, their reaction inspired me to create a mathematically rich series of thematic lessons laced with storybook fantasy for students in prekindergarten through grade 2.