Fostering Content Knowledge: Meaningful Integration in the Primary Grades
The September 2020 issue of Young Children includes a cluster of articles that showcase the power of integrating science, math, technology, literacy, and social studies to make learning meaningful and content-rich across the primary grades.
Our findings suggest that using screencasting apps can provide more equitable learning opportunities as teachers require all students to justify their mathematical ideas.
Teachers can be the conduit to connect families with children who are experiencing some similar losses and routine challenges, and group support is valuable.
There are many different types of questions you can ask to encourage children to share their ideas and to guide them toward greater STEAM knowledge and inquiry skills.
There are many different types of questions you can ask to encourage children to share their ideas and to guide them toward greater STEAM knowledge and inquiry skills.
Like many teachers, I have developed ways to keep my preschoolers engaged and learning while schools are closed due to COVID-19. Also, what I offer is shaped by the feedback I receive from families about how they might (or might not) be able to participat
In our research we had the opportunity to investigate the The PBS KIDS Play & Learn Science app with the help of 32 families each of whom had at least one 3-, 4-, or 5-year-old child at home. We asked parents to use the resources in the app with their chi
In our research we had the opportunity to investigate the The PBS KIDS Play & Learn Science app with the help of 32 families each of whom had at least one 3-, 4-, or 5-year-old child at home. We asked parents to use the resources in the app with their chi
In this article, we share ideas for how to integrate math, science, and literacy during shared reading. These ideas are inspired by our research project Story Time STEM, a collaborative effort by a team of preschool and elementary grade teachers, children
In recent years, science, technology, engineering, and mathematics (STEM) have been increasingly emphasized for elementary-age children, and this trend should extend into preschool too. Blocks—a fundamental material found in almost all early childhood se
Authored by
Authored by:
Zachary S. Gold, James Elicker, Barbara A. Beaulieu
This article shares highlights from our journey together as researchers to explore infant and toddler STEAM, make connections between children’s interests and our intentional teaching practices, and create spaces that promote developmentally appropriate S
The preschool bucket brigade took place four weeks into an intensive study surrounding the unit Our Community. While this topic is very common in preschools, for these teachers, this community unit was almost all new. This was their first experience with
When intentional teachers ask questions to expand children’s thinking and help them explore related vocabulary and concepts, children’s learning is enriched and their curiosity grows, fueling yet more inquiries.
When intentional teachers ask questions to expand children’s thinking and help them explore related vocabulary and concepts, children’s learning is enriched and their curiosity grows, fueling yet more inquiries.
While digital technology should be limited, research suggests that it can add value to children’s investigations and learning, especially when it’s used in ways that increase access to high-quality content and encourage peer interaction.
Authored by
Authored by:
Jennifer Garrette Lisy, Kathleen A. Paciga, Mary Quest
