Early Childhood Corner: Hidden Mathematics in the Preschool Classroom

2005 ◽  
Vol 11 (6) ◽  
pp. 345-347
Author(s):  
Mileen McGee
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Mathematics Instruction ◽  
School Mathematics ◽  
Preschool Classroom ◽  
Childhood Education ◽  
The Past ◽  
Principles And Standards

With increased attention being focused on the youngest children in our schools, changes in mathematics instruction that have occurred over the past decade are most evident in early childhood education. This emphasis is especially true since the April 2000 release by NCTM of Principles and Standards for School Mathematics, in which mathematics for the prekindergarten child is included as part of the pre-K–2 grade band. By including three- and four-year-olds in its recommendations, NCTM recognizes and emphasizes the importance and value of mathematics instruction for young children. Subsequently, in drafting their own standards, many states are also recognizing the need for early childhood standards.

Children's Play and Early Childhood Education: Insights from History and Theory

1995 ◽  
Vol 177 (3) ◽  
pp. 129-148 ◽  
Author(s):  
Olivia N. Saracho ◽  
Bernard Spodek
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Significant Part ◽  
Education Programs ◽  
Early Childhood Programs ◽  
Childhood Education ◽  
The Past ◽  
History Of ◽  
History And Theory

Play has long been a significant part of early childhood education programs. How play is used in programs today, as well as how it is regarded, often relates to how play has been conceived at various times in the past. Understanding how play has been interpreted throughout history and how educators and psychologists view play today can help teachers of young children better understand the nature of play and how to use it in early childhood programs. This article reviews the history of the portrayal of play in art and literature, and both the classical and contemporary theories of play.

scholarly journals Positioning Children Citizens: Exploring Discourses in Early Childhood Curricula in China and Aotearoa New Zealand

2020 ◽  
Vol 24 ◽  
pp. 58
Author(s):  
Peng Xu
Keyword(s):  
Early Childhood ◽  
Discourse Analysis ◽  
New Zealand ◽  
Early Childhood Education ◽  
Young Children ◽  
Citizenship Education ◽  
Methodological Approach ◽  
Citizenship Status ◽  
Childhood Education ◽  
Aotearoa New Zealand

 Positioning young children as citizens, now rather than as citizens in waiting, is an emerging discourse in early childhood education internationally. Differing discourses related to young children and early childhood reveal various ideas of children as citizens, and what their citizenship status, practice and education can be. This paper analyses the national early childhood education (ECE) curricula of China and Aotearoa New Zealand for the purpose of understanding how children are constructed as citizens within such policy discourses. Discourse analysis is employed in this study as a methodological approach for understanding the subjectivities of young children and exploring the meanings of young children’s citizenship in both countries. Based on Foucault’s theory of governmentality, this paper ultimately argues that young children’s citizenship in contemporary ECE curricula in China and New Zealand is a largely neoliberal construction. However, emerging positionings shape differing possibilities for citizenship education for young children in each of these countries.

THE CIVIC COMPETENCE IN EARLY CHILDHOOD EDUCATION. INVESTIGATING THE PAST TO BUILD INTERCULTURAL IDENTITIES IN THE PRESENT

2017 ◽  
Author(s):  
Julia Rodríguez-Carrillo ◽  
Elena González-Alfaya ◽  
Rosario Mérida-Serrano ◽  
Mª Ángeles Olivares-García
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Childhood Education ◽  
The Past ◽  
Civic Competence

iPods, Internet and Apps, Oh My

2013 ◽  
pp. 1650-1668
Author(s):  
Sally Blake ◽  
Denise L. Winsor ◽  
Candice Burkett ◽  
Lee Allen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Developmentally Appropriate ◽  
Developmentally Appropriate Practice ◽  
Appropriate Technology ◽  
Design And Technology ◽  
Childhood Education ◽  
Beliefs About Technology ◽  
Teachers Attitudes

This chapter explores perceptions about technology and young children and includes results of a survey answered by Instructional Design and Technology (IDT) and Early Childhood Education (ECE) professionals in relation to age appropriate technology for young children. Integration of technology into early childhood programs has two major obstacles: (a) teachers’ attitudes towards and beliefs about technology and (b) perceptions of what is developmentally appropriate practice (DAP) in their classrooms. The issue of what constitutes developmentally appropriate practice for young children in relation to technology in early childhood education classrooms is one that may influence technology use in educational environments. The framework for this chapter explores perceptions of early childhood and instructional technology practitioners and their views of what is and is not appropriate technology for young children.

Why Teach Coding to Early Elementary Learners

2021 ◽  
pp. 21-40
Author(s):  
Claudia M. Mihm
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Computer Science ◽  
Computational Thinking ◽  
Early Elementary ◽  
Childhood Education ◽  
The Core ◽  
Core Concepts ◽  
Way Of Thinking

As coding and computer science become established domains in K-2 education, researchers and educators understand that children are learning more than skills when they learn to code – they are learning a new way of thinking and organizing thought. While these new skills are beneficial to future programming tasks, they also support the development of other crucial skills in early childhood education. This chapter explores the ways that coding supports computational thinking in young children and connects the core concepts of computational thinking to the broader K-2 context.

scholarly journals A Systematic Review of Teacher–Child Interactions With Multilingual Young Children

2019 ◽  
Vol 89 (4) ◽  
pp. 536-568 ◽  
Author(s):  
Annegien Langeloo ◽  
Mayra Mascareño Lara ◽  
Marjolein I. Deunk ◽  
Nikolai F. Klitzing ◽  
Jan-Willem Strijbos
Keyword(s):  
Systematic Review ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Nonverbal Communication ◽  
Language Proficiency ◽  
Learning Opportunities ◽  
Home Language ◽  
Childhood Education

Teacher–child interactions are the most important factor that determines the quality of early-childhood education. A systematic review was conducted to gain a better understanding of the nature of teacher–child interactions that multilingual children are exposed to, and of how they differ from teacher–child interactions of monolingual children. Thirty-one studies were included. The included studies (a) mainly focused on multilingual children with low language proficiency in the majority language and (b) hardly compared between monolingual and multilingual children. The review shows that teacher–child interactions of multilingual children are comparable to the interactions of monolingual children, although teachers do adopt different strategies to facilitate the development of multilingual children, such as the use of the home language and nonverbal communication to support understanding. Worryingly, several studies indicate that multilingual children are exposed to unequal learning opportunities compared with their monolingual peers.

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