Research suggests that preschoolers’ early mathematics learning—including spatial-thinking skills—is related to later success in both reading and math. Here are some tips for supporting your preschooler’s spatial thinking!
Authored by
Authored by:
Ashley Lewis Presser Jillian Orr Daglilar Mollie Levin
Mathematics activities can contribute to later success in both math and reading, but activities focused on math and spatial learning can also be really fun and playful for young children—and for their teachers!
Authored by
Authored by:
Ashley Lewis Presser Danae Kamdar Ximena Dominguez
You don’t have to have a background in science to support children’s ability to think deeply about problems, develop and test hypotheses, and share their discoveries.
What if there were a sturdier option than butterflies for learning about metamorphosis—one that children could hold? Good news! This is possible when you study mealworms.
ECSIF felt like children in a candy store—or naturalists in the woods! We had so many opportunities to learn at NSTA. Here are some of the most powerful ideas!
ECSIF felt like children in a candy store—or naturalists in the woods! We had so many opportunities to learn at NSTA. Here are some of the most powerful ideas!
This online version includes an additional reflection from the authors showing how the defining elements of PPR transform participatory research into a vehicle for shared learning for teachers and children alike.
Read the following story and teacher reflections, and use the Reflective Questions at the bottom of this article to deepen your thinking and shape your teaching practices.
Read the following story and teacher reflections, and use the Reflective Questions at the bottom of this article to deepen your thinking and shape your teaching practices.
The four authors describe and reflect on a cross-cultural and international exchange of data about inquiry-based teaching and learning between preschool-age children’s science engagement in the West Bank and in San Francisco.
Authored by
Authored by:
Isauro M. Escamilla Buad Khales Daniel R. Meier Martha Melgoza
The four authors describe and reflect on a cross-cultural and international exchange of data about inquiry-based teaching and learning between preschool-age children’s science engagement in the West Bank and in San Francisco.
Authored by
Authored by:
Isauro M. Escamilla Buad Khales Daniel R. Meier Martha Melgoza
Like many educators, Debbie enjoys following the meaning that children are making of their experiences and she wondered how the children thought the chick happened to be in the egg.
Joyful learning is present in kindergarten classrooms that honor the identities and interests of children. Consider encouraging free exploration in an early childhood classroom.
