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.
Authored by
Authored by:
Laura Purvis Cynthia Parker Virginia Diez
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.
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.
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 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
