At her death in 2005, Carol Seefeldt, Ph.D., was Professor Emeritus of human development at the Institute for Child Study, University of Maryland, College Park. She received the Distinguished Scholar-Researcher award from the university and published 25 books and over 100 scholarly and research articles for teachers and parents. Her books include Social Studies for the Preschool/Primary Child, Active Experiences for Active Children (Science, Social Studies, and Mathematics), and Current Issues in Early Childhood Education. She also wrote Playing to Learn and Creating Rooms of Wonder. She coauthored Early Childhood: Where Learning Begins-Geography for the U.S. Department of Education.
During her 40 years in the field, Dr. Seefeldt taught at every level from nursery school for 2-year-olds through third grade. She frequently conducted teacher-training programs in the United States, Japan, and Ukraine. Carol's research revolved around program development and evaluation. Her contributions to the field were extraordinary and her influence carries on.
Sharon Castle is a retired Associate Professor of Education at George Mason University. She taught early childhood and elementary socials studies, fine arts, creativity and play, and research courses. Her most recent area of research was Professional Development Schools. She also studied children’s creative and artistic development and school change. She received her Masters in Child Development from Iowa State University and her PhD in Curriculum and Instruction from the University of Maryland, College Park.
Renee C. Falconer is a semi-retired Associate Professor of Education at George Mason University. She teaches child development and curriculum courses. She has taught children in countries all over the world (including United Kingdom, Canada, Australia, Kenya and the US) for 20 years and has taught teachers in the eastern, western and southern United States. She received her Masters in Early Childhood Education from the University of South Carolina and her PhD in Curriculum and Instruction/Early Childhood and Multicultural Education from Utah State University.
How to integrate creativity, play, and the arts into the early childhood curriculum while stimulating learning, meeting current accountability standards, incorporating technology, and differentiating instruction to adapt for the diverse learners in today’s classrooms
With an emphasis on thinking creatively and being resourceful as keys to surviving and thriving in today’s society, this evidence-based book provides practical ways for teachers to promote creativity, play, art, music/movement/dance, and drama for all children. It contains many authentic activities and examples to support children’s learning in the arts and content areas. The book examines the teacher’s role from a philosophical, pedagogical, and curricular stance by addressing key components, including the classroom environment, materials and resources, child guidance, assessment, technology applications, and culturally responsive teaching.
Practical, readable, and illustrative features and discussions include Snapshots of Classrooms, Teachers’ Reflections, Frequently Asked Questions, Meeting Standards guidelines, Differentiating Instruction and Making Adaptations for Diverse Learners, and Integrating the Curriculum. Also included in 7th edition are samples of children's work, how to how to use cooking as a creative activity, and using nature as a critical learning tool. The Enhanced Pearson eText version features new videos, Check Your Understanding quizzes, and Chapter quizzes.
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Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of "Understanding by Design." Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of "backward design" and explores in greater depth the meaning of such key ideas as "essential questions" and "transfer tasks." Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the "six facets of understanding" can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum.
Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of "Understanding by Design" offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.
Intended for use in childcare, preschool, Head Start, and with children in kindergarten and early primary grades, the latest in the Active Experiences series is based on the most recent, nationally recognized research regarding children's approaches to learning as well as current NCTM curriculum guidelines for mathematics. The content is clear and concise, with practically applied chapters on ways to guide children’s mathematical thinking and learning. Key topics involve group work, investigations, and projects; are grounded in children's interests and needs; and, build, one upon the other to form a coherent learning curriculum. Additionally, each reflects the most recent standards of the National Council of Teachers of Mathematics (NCTM) and the National Association for the Education of Young Children (NAEYC). This edition has been thoroughly revised to include updated Home-School Connection features that illustrate various ways to support children’s daily learning of mathematics; more developmentally appropriate and intentional assessment guidance than ever before; research-based guides explaining children’s cognitive and skill development in all math content areas, based on the Learning Trajectories Approach; and a new technology resource found at the end of every chapter.
Part of a series of texts, Active Experiences for Active Children: Science, Third Edition, is unique to the market by providing a theoretical foundation for teaching science to preschoolers and primary-grade children alongside meaningful, standards-based, constructivist, hands-on learning "experiences" to guide teachers in their practice. Organized around the National Science Education Standards and the Benchmarks for Science Literacy, the textconsists of clear, concise, usable guides for planning meaningful learning experiences in science for children in childcare settings, preschool programs, Head Start and other federally funded programs, and kindergarten. Primary-grade children should be engaged in active experiential learning as well, and each experience is extended to the early primary grades (grades 1-3).
The experiences in this book are meaningful 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.
· involve children in group work, investigations, or projects based on inquiry learning.
· 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.
· provide the teacher with the opportunity to document and assess children’s learning.
Organized to address a variety of audiences, the text is formatted in two parts: Part One offers a foundation for young children and science; Part Two offers thematic based units full of resources for teachers, teacher strategies, and inquiry-based experiences for children. The content has been expanded in the third edition to include a new chapter on engaging children with the natural world (Chapter 14), references to the most recent reports on science education from the National Academies, updated and expanded lists of books and Web sites for children and adults, and new activities. This highly- readable, user-friendly series text is formatted with an engaging, conversational style that will connect and resonate with its varied readers.