Early Childhood Corner: Multiage Mathematics: Scaffolding Young Children's Mathematical Learning

2006 ◽  
Vol 13 (1) ◽  
pp. 19-21
Author(s):  
Ann Baker ◽  
Kimberly Schirner ◽  
Jo Hoffman
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Primary Grade ◽  
Mathematical Concepts ◽  
Mathematical Learning ◽  
Early Mathematics ◽  
Multiage Classrooms ◽  
Childhood Education ◽  
Young Learners

Exploration, inquiry, manipulation, discussion, and discovery all come to mind when we envision young children involved in mathematical activities. Early childhood education engages students in an exploratory journey from birth through age 9 in empirical mathematical concepts. The focus of early mathematics is to develop a strong foundation of the requisite skills and concepts throughout NCTM's five Content Standard strands (NCTM 2000). The wide ranges of abilities and understandings of mathematical concepts in early childhood classrooms challenge teachers to meet all students' intellectual needs. In this article, teachers of primary-grade multiage classrooms describe how they used scaffolding to capitalize on the wide ranges of abilities and met their students' needs by providing opportunities for their young learners to work together to understand mathematical concepts.

As we read

1968 ◽  
Vol 15 (5) ◽  
pp. 395-396
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Early Childhood Education ◽  
Young Child ◽  
Young Children ◽  
Primary Grade ◽  
Mathematical Education ◽  
Childhood Education ◽  
The Mind

Teaching young children is an exciting experience! What the young child lacks in sophistication of response is more than compensated by his enthusiasm and his evident delight in learning. The mind of a young child is a fertile field for implanting the seeds of elegant mathematics. Sometimes neglected, never fully exploited, the possibilities for the mathematical education of our primary-grade and preschool children are endless. This issue of The Arithmetic Teacher features articles dealing with early childhood education.

It’s About Time! Advancing Justice Through Joyful Inquiry With Young Children

2021 ◽  
pp. 027112142098889
Author(s):  
Elizabeth J. Erwin ◽  
Jessica K. Bacon ◽  
Priya Lalvani
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Present Moment ◽  
Childhood Education ◽  
Young Learners ◽  
Disability Narratives ◽  
Disability Studies In Education ◽  
The World ◽  
Sense Of Justice

Young learners often are enchanted with the world, fascinated by the ordinary, and absorbed in the present moment. We explore interconnected ideas about how young children’s natural proclivity toward being curious, and noticing differences among people should be harnessed toward socially just ends. We consider ways in which joyfulness in learning are preserved, as teachers partner with young learners to cultivate their sense of justice in the classroom and beyond. We use disability studies in education as a theoretical framework for doing anti-bias work within early childhood education. We also describe global and neoliberal trends which directly and negatively impact the lives of young children by escalating injustice through educational practices and policies often disguised as reform. Ultimately, we propose, reimagining equity-based practices, positive disability narratives, freedom and humanity, and the concept of place within pedagogy to transform early childhood education.

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.

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.

Sign in / Sign up

Export Citation Format

Share Document