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Investigating Ramps & Pathways with Young Children: Ages 3-8 [Hardback]

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  • Formāts: Hardback, 208 pages, height x width x depth: 279x212x18 mm, weight: 363 g
  • Sērija : STEM for Our Youngest Learners Series
  • Izdošanas datums: 23-Dec-2022
  • Izdevniecība: Teachers' College Press
  • ISBN-10: 0807767654
  • ISBN-13: 9780807767658
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  • Cena: 118,44 €
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Investigating Ramps & Pathways with Young Children: Ages 3-8Palielināt
  • Formāts: Hardback, 208 pages, height x width x depth: 279x212x18 mm, weight: 363 g
  • Sērija : STEM for Our Youngest Learners Series
  • Izdošanas datums: 23-Dec-2022
  • Izdevniecība: Teachers' College Press
  • ISBN-10: 0807767654
  • ISBN-13: 9780807767658
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780807767658.html
Keywords:

Children are intrigued by moving objects, even more so when they can engineer the movement. This volume in the STEM for Our Youngest Learners Series uses Ramps and Pathways as a context to provide children ages 3–8 with opportunities to engage in STEM every day. Ramps and Pathways is a meaningful and fun way for children to develop engineering habits of mind as they explore concepts in force and motion, properties of objects, and how an object's properties affect its movement. In the process, children develop spatial thinking that is essential for future careers in STEM. The text also offers guidance for arranging the physical, intellectual, social–emotional, and promotional environments of a classroom to embrace the natural integration of literacy learning. Each volume in this series includes guidance for forming partnerships with families and administrators that support STEM learning, vignettes showing educators and children engaging in inquiry learning, tips for selecting materials, modifications and accommodations for diverse learners, ways to establish adult learning communities that support professional development, and more.

Book Features:

  • Alignment with both the Head Start Early Learning Outcomes Framework (ELOF) and the NGSS Science and Engineering Practices, with specific descriptions of how those science and engineering practices in Ramps and Pathways look and feel in Pre-K–2 classrooms.
  • Examples of how to integrate literacy learning in a meaningful way.
  • Descriptions of how the open-ended nature of ramps and pathways aligns with the Universal Design for Learning Framework (UDL).
  • Guidance to help teachers anticipate and plan for all children to become purposeful, motivated, resourceful, knowledgeable, strategic, and goal-directed about learning.
  • Examples of how to stage, introduce, and support children’s designs to develop engineering habits of mind (systems thinking, optimism, creativity, communication, collaboration, attention to ethical considerations).
  • A meaningful and healthy context to grow children’s executive function skills (EFs), including inhibitory control, working memory, and cognitive flexibility.

Recenzijas

The STEM for Our Youngest Learners series is a must-have in any preschool classroom. The books bring together many voices to encourage teachers as they incorporate STEM education into their own classrooms The books have a very reader-friendly format, and every chapter gives clear, concise direction not only about the activity but how that activity aligns with Next Generation Science Standards.



Science and Children

List of Figures
xi
Acknowledgments xv
Introduction 1(2)
1 STEM on Their Own Terms
3(16)
Who We Are
3(1)
Who We Hope You Are
3(1)
Who We Are Writing About
3(3)
Inquiry
6(5)
Engineering
11(3)
Preparing an Environment for STEM
14(4)
Summary
18(1)
2 School Partnerships That Support High-Quality STEM
19(14)
Tuning the Instrument
19(3)
Getting the Band Together
22(6)
STEM Experiences and the Development of Executive Functions
28(3)
Summary
31(2)
3 Weaving Ramps and Pathways Experiences Through the Standards for Meaningful Learning
33(28)
The Warp and the Weft of Learning and Teaching
34(3)
Weaving Ramps and Pathways Experiences Through the NGSS
37(1)
Weaving Through the NGSS Science and Engineering Practices
38(14)
Weaving Through the Crosscutting Concepts
52(2)
Aligning Ramps and Pathways Experiences With Standards Specific to Ages and Grades
54(1)
Weaving Through the Early Learning Outcomes Framework
54(3)
Weaving Through the NGSS K-2 Disciplinary Core Ideas
57(3)
Summary
60(1)
4 Arranging Space to Investigate Ramps and Pathways
61(16)
Teachers as Engineers
63(2)
Large Group: A Space to Gather as a Community of Learners
65(2)
Classroom Library: A Space to Investigate the Tools of Literacy and Develop a Love for Reading and Writing
67(1)
Small Group: A Space for Focused Literacy Learning
68(1)
Physical Science
69(3)
Soft Opening
72(1)
Class Meetings: Nurturing a Community of Learners
73(1)
STEM as a Context for Writing
73(3)
Summary
76(1)
5 Planning and Implementing Experiences in Ramps and Pathways in PK-2 Classrooms
77(75)
Beginning With Teacher Play
77(5)
Assessment in Ramps and Pathways
82(1)
Preparing for a Paradigm Shift
83(3)
Experience 1 Engineering Sturdy Structures
86(5)
Experience 2 A Unit Block, a Track, and a Marble
91(4)
Experience 3 Engineering a Ramp Using a 2-Foot Track to Move a Marble
95(7)
Experience 4 Engineering an Incline to Move Objects With Different Attributes
102(5)
Experience 5 Engineering Ramps, Roads, and Pathways
107(4)
Experience 6 Engineering Ramps of Different Lengths to Move Different Types of Spheres
111(4)
Experience 7 Engineering a System of Hills and Valleys
115(4)
Experience 8 Engineering a System With Corners
119(6)
Experience 9 Engineering a Jump: A System to Transfer a Marble From One Track to Another Over a Gap
125(4)
Experience 10 Engineering a Drop: A System to Catch a Marble
129(3)
Experience 11 Engineering a System to Reverse the Direction of a Marble
132(3)
Experience 12 Engineering a System to Work in Odd Spaces
135(4)
Experience 13 Setting Off a Chain of Events
139(6)
Integrative STEM and Literacy in Kindergarten
145(7)
Brandy Twedt
6 Family and Community Engagement With Ramps and Pathways
152(11)
The Value of Partnering With Families
152(1)
Listen, Learn, and Build Relationships With Families
153(4)
Empower Parents With Research and Resources
157(2)
Prioritize Access and Inclusion
159(1)
Provide Professional Development for Impactful Family Engagement
160(1)
Evaluate Impact
160(1)
Summary
161(2)
Appendix A Engineering Habits of Mind in Ramps and Pathways 163(2)
Appendix B Progress Monitoring of Young Students' Engineering Habits of Mind 165(2)
Appendix C Engineering Behaviors in Ramps and Pathways 167(2)
Appendix D Progress Monitoring of Young Students' Engineering Behaviors 169(2)
Appendix E Science Concepts Outcome Chart 171(2)
Appendix F Progress Monitoring of Young Students' Understanding of Science Concepts 173(2)
References 175(6)
Index 181(8)
About the Editor and the Authors 189
Beth Dykstra Van Meeteren is director of the Iowa Regents' Center for Early Developmental Education and associate professor of literacy education at the University of Northern Iowa.