9780130834331

For courses in Early Childhood Science, Block Methods, and Early Childhood Teachers of Science. This practical book guides teachers of three-to five-year olds in planning and in implementing meaningful science skills and experiences. Using the most up-to-date research, the authors provide an excellent balance of theory and practice that are tied to the Benchmarks for Science Literacy, the National Science Education Standards, and NAEYC guidelines for developmentally appropriate practice.

PART ONE Theory of Active Experiences

1

(46)

Experiences and Science in Early Childhood: Theory into Practice

3

(6)

Cognitive Theories: The Basis of Science Education for Young Children

5

(1)

How Concepts Build

6

(1)

Teaching Strategies for Science Learning

6

(1)

Summary

7

(2)

Active Children---Active Indoor Environments

9

(12)

The Essentials: Health, Safety, Inclusion, and Beauty

10

(2)

Health and Safety

10

(1)

Planning for Inclusion

11

(1)

Beauty

12

(1)

Indoor Spaces

12

(6)

Integrating Spaces

12

(1)

Science Areas

13

(1)

Art Centers

14

(1)

Woodworking Center

15

(1)

Book and Library Centers

15

(1)

Sociodramatic Play Areas

16

(1)

Areas for Manipulatives

17

(1)

Block Areas

17

(1)

Water and Sand Areas

17

(1)

Music Areas

17

(1)

Computer Stations

18

(1)

Quiet Spaces

18

(1)

The Teacher's Role

18

(1)

Summary

19

(2)

Active Children---Active Outdoor Environments

21

(8)

Why Plan for Outdoor Environments?

22

(1)

Space Planning

23

(2)

Science and Nature Discovery Areas

23

(1)

Art Activities

24

(1)

Math Activities

24

(1)

Physical Activities

25

(1)

Other Considerations

25

(1)

The Teacher's Role

25

(2)

Summary

27

(2)

Building Connections to Home and Community Through Active Experiences

29

(10)

Out into the School

31

(1)

Inside the School Building

32

(1)

Outside in the Natural Environment

32

(1)

Out into the Neighborhood and Community

32

(1)

Basic Guidelines for Meaningful Field Experiences

33

(2)

Building Connections with the Neighborhood and Community

35

(1)

Natural Resources

35

(1)

Visitors

35

(1)

Zoos

35

(1)

Science Centers and Museums

36

(1)

The Home-School Connection

36

(2)

Summary

38

(1)

Experiences and Science Content

39

(8)

Knowledge of Children

40

(1)

Knowledge of the Subject Matter--Science

41

(1)

Organizing Children's Experiences

42

(1)

Bringing Knowledge of Children and Content Together

43

(1)

Expanding and Extending Firsthand Experiences

44

(1)

Summary

45

(2)

PART TWO Guides to Active Experiences

47

(98)

Living Things Grow and Change: Seeds and Plants

49

(16)

For the Teacher

50

(3)

What You'll Need to Know

50

(1)

Key Concepts

50

(1)

Goals and Objectives

50

(1)

What You'll Need

50

(2)

The Home-School Connection

52

(1)

Evaluating and Assessing Children's Learning

52

(1)

For the Children

53

(12)

Using Process Skills with Seeds

53

(1)

Using Process Skills with Seeds and Plants

53

(1)

Using Children's Books to Motivate Active Experiences with Seeds and Plants

54

(1)

Using Arts and Crafts to Document Active Experiences with Seeds and Plants

55

(1)

Reflecting

55

(1)

Extending and Expanding to the Early Primary Grades

55

(2)

Documenting Children's Learning

57

(8)

Living Things Grow and Change: Insects and Small Animals

65

(14)

For the Teacher

66

(3)

What You'll Need to Know

66

(1)

Key Concepts

66

(1)

Goals and Objectives

66

(1)

What You'll Need

67

(1)

The Home-School Connection

68

(1)

Evaluating and Assessing Children's Learning

69

(1)

For the Children

69

(10)

Observing Small Animals: Insects

69

(1)

Environments and Life Cycles

70

(1)

Nests

70

(1)

Recognizing Children's Books in Which Animals Are Depicted with Human Attributes and Feelings

71

(1)

Classroom Pets or Not

71

(1)

Reflecting

72

(1)

Extending and Expanding to the Early Primary Grades

72

(1)

Documenting Children's Learning

73

(6)

I Am a Scientist

79

(8)

For the Teacher

80

(2)

What You'll Need to Know

80

(1)

Key Concepts

80

(1)

Goals and Objectives

80

(1)

What You'll Need

80

(1)

The Home-School Connection

81

(1)

Evaluating and Assessing Children's Learning

82

(1)

For the Children

82

(5)

Learning to Observe

82

(1)

Learning to Question

83

(1)

Planning and Conducting Investigations

84

(1)

Documenting Children's Learning

85

(2)

How Toys Work

87

(8)

For the Teacher

88

(1)

What You'll Need to Know

88

(1)

Key Concepts

88

(1)

Goals and Objectives

88

(1)

What You'll Need

88

(1)

The Home-School Connection

89

(1)

Evaluating and Assessing Children's Learning

89

(1)

For the Children

89

(6)

Sources of Energy

89

(3)

Vibrations

92

(1)

Documenting Children's Learning

92

(3)

The Earth: Water

95

(12)

For the Teacher

96

(3)

What You'll Need to Know

96

(1)

Key Concepts

96

(1)

Goals and Objectives

96

(1)

What You'll Need

97

(1)

The Home-School Connection

98

(1)

Evaluating and Assessing Children's Learning

99

(1)

For the Children

99

(8)

Indoor and Outdoor Activities

99

(2)

Reflecting

101

(1)

Extending and Expanding to the Early Primary Grades

101

(1)

Documenting Children's Learning

102

(5)

The Earth: Rocks and Minerals

107

(12)

For the Teacher

108

(3)

What You'll Need to Know

108

(1)

Key Concepts

108

(1)

Goals and Objectives

108

(1)

What You'll Need

109

(1)

The Home-School Connection

110

(1)

Evaluating and Assessing Children's Learning

111

(1)

For the Children

111

(8)

Indoor and Outdoor Activities

111

(2)

Reflecting

113

(1)

Extending and Expanding to the Early Primary Grades

113

(1)

Documenting Children's Learning

114

(5)

The Human Body: The Senses

119

(14)

For the Teacher

120

(3)

What You'll Need to Know

120

(1)

Key Concepts

120

(1)

Goals and Objectives

120

(1)

What You'll Need

120

(2)

The Home-School Connection

122

(1)

Evaluating and Assessing Children's Learning

122

(1)

For the Children

123

(10)

Sound

123

(1)

Smell

124

(1)

Touch

125

(1)

Taste

126

(1)

Sight

126

(1)

Reflecting

127

(1)

Extending and Expanding to the Early Primary Grades

127

(1)

Documenting Children's Learning

128

(5)

Healthy Bodies

133

(12)

For the Teacher

134

(4)

What You'll Need to Know

134

(1)

Key Concepts

134

(1)

Goals and Objectives

134

(1)

What You'll Need

135

(1)

The Home-School Connection

136

(2)

Evaluating and Assessing Children's Learning

138

(1)

For the Children

138

(7)

Indoor and Outdoor Activities

138

(2)

Reflecting

140

(1)

Extending and Expanding to the Early Primary Grades

140

(1)

Documenting Children's Learning

141

(4)

References

145

(3)

Resources

148

(3)

Index

151

What is included with this book?

The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.

The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.

"What can I do tomorrow?" teachers ask. "I've run out of ideas. And I don't mean just another silly activity. I need something that will keep children involved and lead to successful learning." Grounded in John Dewey's philosophy that all genuine education comes through experience, but that not all experiences are equally educative,Active Experiences for Active Children: Scienceanswers teachers' questions about what to do tomorrow and on into the school year. Both pre- and in-service teachers will find this book useful. It is suitable as a text, or a supplemental text, for early childhood courses in community colleges and four-year college programs. The experiences in this book would provide a basis for a series of workshops or short courses in science for children. There are numerous activity books available. These, however, present isolated science activities that are often meaningless to children and void of any real content or learning.Active Experiences for Active Children: Scienceoffers teachers an integrated approach to planning science learning for young children. Its practicality will also be ideal for teachers who desire the best for young children but have limited training or formal preparation for teaching science. Professionals working in childcare, Head Start, or other early childhood settings will find thatActive Experiences for Active Children: Sciencesupports their growth and understanding of how to put theory into practice. ORGANIZATION This book is the third in a series of books designed to illustrate how to plan and implement meaningful, thematic experiences that truly educate young children instead of just keeping them busy. Teachers are given guides to planning and implementing curriculum that will lead to children's academic success using developmentally appropriate methods for teaching science. Active Experiences for Active Children: Scienceconsists of clear, concise, and usable guides for planning meaningful science content and teaching strategies for children in childcare, preschool, Head Start, or other early educational programs. Experiences are expanded into the early primary grades. The experiences in this book lead to successful science learning because they Are grounded in children's interests and needs in their here-and-now world. Have integrity in terms of content key to science learning. Involve children in group work, investigations, and projects. Have continuity. One experience builds on another, forming a complete, coherent, integrated learning curriculum for young children as well as connecting the early childhood setting to children's homes and communities. Provide time and opportunity for children to think and reflect on their experiences. Contain a large number of resources (books, Web sites, magazines, audios, and visuals) for both teachers and children. The first five chapters describe the foundation for planning and implementing experiential science learning. These offer pre- and in-service teachers of young children an overview of theory and research based upon Dewey, the constructivist view of children's learning, and the latest guidelines proposed for the science curriculum. The first chapter illustrates how theories of learning and teaching can be put into practice. This is followed by two chapters on indoor and outdoor environments for science. Next the book considers the importance of building home-school connections for science learning. Finally, chapter 5 reviews research and theory and discusses science content, methodology, and teaching strategies. Next, chapters based upon content suggested by the Benchmarks for Science Literacy and the National Science Education Standards are presented. There are eight experiences based upon the content, areas. These guides include sections for the teacher and for the children. The section

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Active Experiences for Active Children - Science

Active Experiences for Active Children - Science

0130834335

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