Investigating Ramps and Pathways with Young Children (Ages 3-8). STEM for Our Youngest Learners Series

Sonst. Personen	Van Meeteren, Beth Dykstra (Hrsg.)
Titel	Investigating Ramps and Pathways with Young Children (Ages 3-8). STEM for Our Youngest Learners Series
Quelle	(2022), (208 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-8077-6765-8
Schlagwörter	STEM Education; Teaching Methods; Vignettes; Communities of Practice; Preschool Children; Elementary School Students; Cognitive Development; Spatial Ability; Thinking Skills; Media Selection; Outcomes of Education; Literacy Education; Access to Education; Goal Orientation; Learning Motivation; Engineering Education; Motion; Physics; Inquiry; Active Learning; Student Diversity; Alignment (Education); Academic Accommodations (Disabilities); Executive Function; Creativity; Positive Attitudes; Ethics; Systems Approach; Child Development; Scientific Concepts + Suchen Sie Ihr Suchwort? STEM; Teaching method; Lehrmethode; Unterrichtsmethode; Community; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kognitive Entwicklung; Räumliches Vorstellungsvermögen; Denkfähigkeit; Medienwahl; Lernleistung; Schulerfolg; Education; Access; Bildung; Zugang; Bildungszugang; Zielorientierung; Zielvorstellung; Motivation for studies; Lernmotivation; Ingenieurausbildung; Bewegungsablauf; Physik; Aktives Lernen; Kreativität; Ethik; Systemischer Ansatz; Kindesentwicklung
Abstract	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. The book features: (1) 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; (2) Examples of how to integrate literacy learning in a meaningful way; (3) Descriptions of how the open-ended nature of ramps and pathways aligns with the Universal Design for Learning Framework (UDL); (4) Guidance to help teachers anticipate and plan for all children to become purposeful, motivated, resourceful, knowledgeable, strategic, and goal-directed about learning; (5) 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); and (6) A meaningful and healthy context to grow children's executive function skills (EFs), including inhibitory control, working memory, and cognitive flexibility. (As Provided).
Anmerkungen	Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01