The Children's Center at Caltech has been a STEM-focused early childhood center for infant, toddler, and preschool aged children for more than 16 years. We share our experiences in guiding children's knowledge toward a more scientifically-based and coherent view of engineering.
One of the most popular Hatch 'Super-Power' Webinars to date! Brian Puerling shares awesome ideas for using various technology in the early learning classroom. From publishing books, to classroom blogging, and plenty of other new ideas to take away to your education programs.
http://www.hatchearlychildhood.com/webinars
One of the most popular Hatch 'Super-Power' Webinars to date! Brian Puerling shares awesome ideas for using various technology in the early learning classroom. From publishing books, to classroom blogging, and plenty of other new ideas to take away to your education programs.
http://www.hatchearlychildhood.com/webinars
A Creative Curriculum - Nurturing Creativity and Imagination at the Thomas Co...Iriss
Bernadette Duffy, Head of Thomas Coram Centre.
Curriculum for Excellence - A Creative Curriculum,Friday 24th & Saturday 25th April 2009, Crawfurd Theatre, Glasgow.
2015 Oregon Library Association Conference, Eugene, OR: Join a conversation about cultivating creativity and imagination in children and youth by focusing instructional resources through a prism with polished edges reflecting first principles of instruction, the guided-inquiry method, and expectations embodied in today’s educational standards. Discover potential for "blind spots" in communication and collaboration.
Lili Levinowitz and Lauren Guilmartin of Music Together share how music can be used to engage families in children's learning and how to encourage learning at home!
A Creative Curriculum - Nurturing Creativity and Imagination at the Thomas Co...Iriss
Bernadette Duffy, Head of Thomas Coram Centre.
Curriculum for Excellence - A Creative Curriculum,Friday 24th & Saturday 25th April 2009, Crawfurd Theatre, Glasgow.
2015 Oregon Library Association Conference, Eugene, OR: Join a conversation about cultivating creativity and imagination in children and youth by focusing instructional resources through a prism with polished edges reflecting first principles of instruction, the guided-inquiry method, and expectations embodied in today’s educational standards. Discover potential for "blind spots" in communication and collaboration.
Lili Levinowitz and Lauren Guilmartin of Music Together share how music can be used to engage families in children's learning and how to encourage learning at home!
Storks Nest and Rhode Island Early Learning and Development program (RIELDS)Scott Wasserman
The Stork's Nest Child Academy Family friendly guide to understanding RIELDS. These are Standards represent the expectations for children’s learning and development as well as serve as a guide for selecting curriculum and assessment tools in Rhode Island.
Brightworks in San Francisco is seeking a Head of School. Brightworks is a progressive school, pushing the boundaries of education and what it means, and how kids learn.
4 peer responses due in 24 hoursEach set of 2 has its own instru.docxBHANU281672
4 peer responses due in 24 hours
Each set of 2 has its own instructions
Guided Response:
Read several of your peers’ responses. Then, collaborate with at least two of your peers by suggesting ways to get families involved in STEM either at home or in the school or center. Suggest at least three ideas your peers can use to link families to STEM. These can be activities, web resources, events, etc.
Abigail’s post:
Explain Your ideal STEM classroom
My ideal STEM classroom will be based on a universal Pre K class at three to four-year-old children. They will be showing a hands-on experience by doing the creative curriculum. This innovative curriculum identifies goals in all areas of development, such as social, emotional, cognitive, and physical. Children learn by touching, tasting, listening, smelling, and looking.
Science STEM activity :
Supplies used: Rocks, plastic pond animals or bath toys, craft foam, and water.
We will fill a sand table or a large container with water. Gather plastic animals or bath toys that you might find in a pond. I found a few large rocks from the yard and cut Lily pads out of green craft foam, and then I would have the children arrange the items in the pond or set it up beforehand as a surprise. The lily pads made from craft foam float, so it is fun to put frogs or other animals on top of them. They will spend hours doing this, keeping children using their hands and fingers skills.
Technology STEM activity :
Supplies used: Camera, iPad, art supplies, tablets.
We will do a photo scavenger hunt. This activity is excellent to do indoors and outdoors. Outdoors has more benefits because you have more space to hide things, but if the weather does not allow the children to do it outside, they can still do it inside. For the scavenger hunt activity, I will ask the children to find school art supplies, and once they see the item, they can snap a picture from their pads, tablets, phone camera or any other camera. The child with the most articles and photos gets the technology award of the week.
Engineering STEM activity:
Supplies used: Color confetti, empty bathroom tissue roll, glue, cardboards, kid-safe scissors, and aluminum foil.
We will be doing a kaleidoscope. Take a bathroom tissue empty roll and put two pieces of round shape cardboard and aluminum foil with slits at the end of the roll. Between the two round shape cardboards put some confetti in between and seal it with glue on the edges. Once it is dry, look through the tube and turn the wheel, and you will see beautiful colors going in different directions.
Math STEM activity:
Supplies used: Timer, legos
They will work in groups, and they will have large lego pieces. They will start building, and I will set a timer. They will be counting the number of legos that they will be using. As they grab each lego, they will score. Whoever gets to 25 first is the winner. The object is to learn how to
count and to build great things.
.
Summary by Deans for Impact of existing research related to how young children (from birth to age eight) develop skills across three domains: agency, literacy, and numeracy.
Final Project Part B Mock Interview Description You will videChereCheek752
Final Project Part B Mock Interview
Description: You will video tape a mock job interview. You will imagine that you are applying for a job and going in to interview where you will want to show off the information that you know about early childhood and young children.
1. Welcome to the early childhood job interview. Please start out by telling me about your experiences working with young children.
2. Tell me about how you utilize developmentally appropriate practices (D.A.P) with young children.
3. What are some ways that you educate the ‘whole child’?
4. Tell me about how you use observation and assessment in planning for children. Give an example of how you have done this in your lesson planning.
5. Please describe how you would include diversity and all children in your setting.
6. Please tell me about the importance of family, community, and relation-based care and an example of how you have done this in your work.
7. How do you think the whole environment is a factor in a child's education?
8. Describe how guidance and interactions are used in early childhood.
9. Please describe how you utilize licensing, policies, standards, or procedures in your setting.
10. Tell me some ways that you use professionalism as an early childhood professional.
11. What are some ways that you can advocate for children and families?
12. Finally, do you have anything else that you want to share that would help us make a decision to hire you?
TITLE HERE
by xxxxxx
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46 THE INTENTIONAL TEACHER
ExCHANgE JANUARY/FEBRUARY 2009
The heated debate over child-initiated versus adult-
directed instruction may be cooling down, replaced by
a search for balance. In the landmark report Eager to
Learn, the National Research Council (2000)
emphasized the need for both approaches, and said
teachers must play an active and intentional role in
each type of learning:
“Children need opportunities to initiate activities and
follow their interests, but teachers are not passive
during these [child]-initiated and directed activities.
Similarly, children should be actively engaged and
responsive during teacher-initiated and -directed
activities. Good teachers help support the child’s
learning in both types of activities” (pp. 8-9).
While most of us claim to act with ‘intention’ in our
dealings with young children, it is worth pausing to
reflect on what this term means. In The Intentional
Teacher, the author of this article says, “intentional
teaching means teachers act with specific outcomes
or goals in mind for children’s development and
learning. Teachers must know when to use a given
strategy to accommodate the different ways that
individual children learn and the specific content they
are learning” (Epstein, 2007, p. 1).
How do we know which strategy to use? As a general
rule, in child-guided learning, teachers provide
materials but children make connections on their own
or through interactions w ...
A child's journey toward lifetime learning begins with early childhood education. Child care facilities have the exceptional chance to use creative and interesting approaches to help young children develop a love of learning. The Child Care Duarte, CA, team has highlighted some exciting ways to transform child care into a playground for learning.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. must go through to become confident problem-solvers,
communicators, and collaborators while experiencing
engineering.
We looked at research by Dr. Valerie L. Ackerson, professor
of science education at Indiana University. She examines
how young children can conceptualize the NOS (Nature
of Science) from an early age. She states, “We need to
share how children start with the concrete and move to
the abstract; introduce and emphasize the distinction
between observation and inference; the importance of
contextual clues as well as background knowledge in making
inferences.” Nature of Science skills include describing
their observations; describing what they notice; and telling
what they think will happen next. These NOS skills make
it possible for students to engineer. Additionally, we were
inspired by the research of Van Meeteren and Zan (University
of Northern Iowa) leading researchers in engineering
education for young children.
With the help of our Children’s Engineering Facilitator,
we decided to create our own engineering challenges or
‘scenarios’ to see what might inspire our children. There
is very little engineering curriculum available for this age
range. Creating scenarios for our young students would
allow us to describe and catalog children’s actions; see
the different design process and tools young children use;
and identify children’s behaviors that potentially grow
engineering habits of mind. Here we share a glimpse of what
our early engineering scenarios looked like for each age
group.
Engineering is a Sensory Experience for
One-Year-Olds
The infant teachers set up clay for children to explore and
gain needed sensory experiences. Engineering for this age
requires experiences using their senses. The clay was new
material for the infants and they were naturally curious
about it. We observed some children stopping to look at it.
Others went straight in to touch the clay. Some were very
careful to touch it only with one finger. After the first feel,
they went back in for more pokes or to squeeze a handful
of it. The teachers asked them, “What does it feel like?” as
they stared at the clay that stuck onto their small hands. We
described how we perceived the clay: it’s cold, soft, sticky,
and mushy. After a couple of days of clay introduction, we
added a spray bottle of water and basic wooden tools for
the children to use. The infants used their hands and tools to
mold the clay into different shapes and change its form. The
teachers described the clay as it became “wet, slippery, and
slimy,” which produced a different feeling. The infants were
engaged at the clay table a little bit longer now that they
experienced it in a different form. It was interesting to see
the children use the new tools we incorporated; however,
the most important ‘tools’ they used to engineer the clay
were their own hands.
The infants continued to explore the clay through their
senses, primarily their hands and mouths. The children
enjoyed feeling, rubbing, squishing, and smearing the
clay with their hands and on their bodies. Next, we were
interested in watching the children explore the clay with
large body movements. We put a large amount of clay on
canvas, placed on the floor. The children then used their
bodies to climb, walk, and feel the clay with their feet. Feet
were very important in the room, given that most children
were just starting to walk and wear shoes for the first time.
Catapult Construction
with 18- to 24-Month-
Olds
Children between the ages
of 18–24 months were very
interested in cause-and-
effect. Our first experience
Photosbytheauthors
Beginnings Professional Development Workshop 62 INFANTS AND TODDLERS www.ChildCareExchange.com
EXCHANGE JANUARY/FEBRUARY 2017
3. came from a child’s curiosity with a trash can and a metal
container. The child put the metal container on top of
the trash can and launched it onto the counter top. At
first glance a teacher assumed the child was throwing the
container, but then another teacher observed that much
more was happening. Teachers began to realize the child’s
intentions, grabbed the camera, and began to document this
amazing experiment. Other children
became fascinated and wanted to
see if they could ‘launch’ other items.
The teachers provided additional
materials and observed as children
constructed and designed other
types of catapults using fulcrums,
levers, and pom-pom balls.
Architecture and Seismology
Engineering for Two-Year-
Olds
Teachers placed two wooden
structures in the block area. Two
children started to build by adding
blocks to it and created structures,
calling them airports. Three others
came to the block area and began
to parallel build. It became important to separate the circle
time area from the block area so that it could be designated
as a ‘construction zone,’ so that the building process would
not be disturbed.
The children were fascinated with balance and with how
high they could build their structures. The teacher assisted
the children by providing stepstools in order to reach new
heights. Children began to experiment by building on large
wooden trucks and were interested in how moving their
structures could affect ‘sway’ movement before gravity
caused their structures to fall. When the structures became
too high and wide for the block area, we decided to expand
the ‘construction zone’ to the patio outside our classroom.
This allowed for structures to be saved and worked on
over several days and they became much more intricate in
design.
Marine-Science and Materials Engineering with
Three-Year-Olds
A favorite story, Lost, by Oliver Jeffers, was the impetus for
an engineering project designing boats. This charming
story is about a lost penguin finding his way back home
with the help of a small boy and a rowboat. The teachers
invited students to build boats from aluminum foil to get
the penguin home. Originally, we thought the building
and testing of boats using aluminum foil would be a huge
success. The teachers placed counting bears out, thinking
the children would substitute the bears for the role of the
penguin. The children expressed no interest in testing
their boats at the water table with the counting bears. We
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4. Beginnings Professional Development Workshop 64 INFANTS AND TODDLERS www.ChildCareExchange.com
EXCHANGE JANUARY/FEBRUARY 2017
realized that to connect the book with the activity, these
concrete learners needed penguins. Children at this
age are often very literal. Having the penguin available
made all the difference. As they built and tested their
boats, the activity expanded to experimenting with
sink, float, and surface tension. The students noticed the
differences between the boats’ design and compared
and contrasted boats that held multiple penguins up
versus the ones that sank. The children began to talk
about the size of their boats and the size of the penguin.
They noticed similarities and differences and began
discussing with each other how they engineered their
individual boats. The children could not be pulled away
from the activity.
Conclusion
In the short time we
have been creating
engineering scenarios
and focusing on the
E in STEM, we have
discovered no matter
what the age, children
naturally use the
engineering design
process. They:
■■ ask
■■ imagine
■■ create
■■ design and test
■■ improve
Even the youngest
with limited words
use their actions to
demonstrate they are curious, show their imagination, test
and continue to explore. As NSTA blog contributor Peggy
Ashbrook shares, “We (as educators) need to discuss how
to implement engineering challenges in our classrooms.
Children encounter problems to solve in their play.” Some,
Peggy suggests, are “keeping block structures from falling
over, choosing the best blanket to drape over chairs to
make a tent, digging holes that won’t collapse, and carrying
armloads of balls.”
We are documenting the children’s experiments by
photographing and uploading to an electronic portfolio,
where we describe and catalog children’s engineering
actions; categorize the different design process tools they
are using; and identify children’s behaviors that potentially
represent precursors to engineering habits of mind.
We look forward to comparing our student’s experiences
with their parents. What will these engineering scenarios
look like when parents are doing them? How will this help
Photosbytheauthors
5. Beginnings Professional Development Workshopwww.ChildCareExchange.com INFANTS AND TODDLERS 65
JANUARY/FEBRUARY 2017 EXCHANGE
parents understand the processes their children need to go
through when they are engineering?
References
Brophy, S., Klein, S., Portsmore, M., & Rogers, C. (2008).
Advancing engineering education in P-12 classroom. Journal
of Engineering Education, 97(3): 369–387.
NGSS Lead States. (2013). Next Generation Science Standards:
For states, by states. Washington, DC: National Academies
Press. www.nextgenscience.org/next-generation-science-
standards
Akerson, V., & Donnelly, L. A. (2009). Teaching Nature of
Science to K-2 Students: What understandings can they
attain? International Journal of Science Education, 30(1):
97–124.
Van Meeteren, B., Ed.D., Director, Regents’ Center for Early
Developmental Education, Curriculum Development and
Researcher. University of Northern Iowa. Cedar Falls, IA.
www.uni.edu/rampsandpathways/program/research-
findings/designing-elementary-engineering-education-
perspective-young-child
Zan, B., Ph.D., Associate Professor and Research Fellow,
Regents’ Center for Early Developmental Education,
Curriculum Development. University of Northern Iowa. Cedar
Falls, IA.
SEED Papers: Revealing the Word of Young Engineers in Early
Childhood Education
http://ecrp.uiuc.edu/beyond/seed/zan.html
Ashbrook, P. (2014, October 17). NSTA Blog: Science in Early
Childhood. 2014 NSTA area conference, Richmond, VA.
http://learningcenter.nsta.org/discuss/default.
aspx?fid=ryclPO3p1E8_E
N O R F O L K 2 0 1 7
ELEA ADMINISTRATOR & PASTOR CONFERENCE
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Faith Based ECE
Directors UNITE
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KEYNOTE SPEAKERS
Louise Derman-Sparks
Derman-Sparks served on the Governing Board of NAEYC
(National Association for the Education of Young Children),
currently works with Crossroads: An Anti-Racism Training
Organization and has been a justice activist for 50 years. She has
two grown children, who are human service professionals.
Donna Schumell
Donna Schumell’s career includes serving as a leader in the
financial services industry as a tax lawyer and investment adviser.
She has elevated the wealth and leadership capabilities of women
and men in diverse sectors.
ELEA
ELCA Schools and Learning Centers
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