In this article, Mimi Brodsky Chenfield shares reflections from her experiences and conversations with children across the early childhood years—each of which builds to a major shift, moving from STEM to STEAM.
The following DAP snapshot and reflection touches on how one teacher built on preschool children’s funds of knowledge in the context of their neighborhood environments to enrich their science curriculum.
Media literacy education is much more than coviewing or teaching children how to decode a few media texts, question advertising claims, or stay safe online. It’s about opening the world—and all its possibilities—to them.
Place-based education uses local cultures, heritage, landscapes, opportunities, and experiences to create a curriculum in which literacy, mathematics, social studies, science, and arts learning occur in the context of place.
Rich and sustained conversations in the classroom provide opportunities to learn about and practice using new vocabulary, to grapple with new ideas, and to contribute to longer-term knowledge and skills.