The Learning Spiral: Taking the Lead From How Young Children Learn

The questions at right, asked by 2nd-graders, launch a scientific inquiry about owls. As the 7-year-olds investigate stuffed owl specimens, they express their need to know. Some children continue to stroke the owls\u27 feathers, touch a sharp claw, and ask questions about the mouth, while others immediately turn to printed materials to clarify their questions. This new experience with owls ignites the children\u27s sense of wonder, and the intrinsically motivated scientific inquiry begins

An Interactive Model to Foster Family Literacy

A brief narrative description of the journal article, document, or resource. Children whose homes are filled with books, whose parents read to them, and who have begun to understand the reading process have higher levels of reading skills and knowledge when they enter kindergarten than children who do not have such rich literacy experiences before entering school. This article describes a family literacy project developed and funded by a state university, the state office of education, and a large, urban school district. The project integrates an early childhood literacy program with a strong focus on education for parents who may not know how to create a rich literacy environment at home. The objectives of the program were: (1) to engage parents and children in reading, discussing, and participating in reading related activities together; and (2) to emphasize parent education by providing explicit instruction in effective ways to read and interact with children during reading. The authors review supporting research, detail the sessions\u27 contents, and offer tips for implementing family involvement-transportation, child care, parent activities, parent-child activities, family literacy bags, interpreters, and funding

Socio-Dramatic Play as a Vehicle for Curriculum Integration in First Grade

A brief narrative description of the journal article, document, or resource. Describes how the sociodramatic play experiences of a group of first graders served as a vehicle for integrating the classroom curriculum. Considers play as a curricular tool and adults\u27 roles in sociodramatic play. Shows how first-graders\u27 play in connection with creating a card shop incorporated reading, writing, and mathematical skills, and provided opportunities for peer collaboration and teaching. (KB

Standardized Entrance Assessment in Kindergarten: A Qualitative Analysis of the Experiences of Teachers, Administrators, and Parents

A brief narrative description of the journal article, document, or resource. This qualitative study examined experiences of teachers, parents, and administrators related to standardized kindergarten entrance assessment to identify strengths and weaknesses of standardized testing in kindergarten. Strengths emerging from the data included consistency of information with core curriculum, and the time and opportunity to begin parent-teacher dialogue. Weaknesses included the narrow scope of the information obtained. (Author/KB

Remember to Include Art and Crafts in your Integrated Curriculum

Discusses ways that arts and crafts can be integrated into content learning activities. Describes activities in a unit on animals in winter, noting that arts and crafts present an opportunity for children to demonstrate learning in new ways. (JW

Using Picture Books as a Vehicle to Teach Young Children about Social Justice

Most teachers and administrators have witnessed children using a derogatory reference to a group of people as a put down. Put downs usually reference non-mainstream groups who are different in ethnicity, gender, religion, ability, sexual orientation, class, or appearance. Hurtful name calling is but one example of how children express prejudiced beliefs and attitudes toward particular groups of people; non-mainstream children are also often excluded by their peers from activities and social events. Teachers of young children have the challenging task to help eradicate prejudice and discrimination by teaching about social justice. The purpose of this article is to share a strategy for teaching young children about social justice. Described is a project where second graders responded to picture books that focus on social justice issues. Reading and writing were integrated as children listened to stories with social justice themes, briefly discussed them, and then wrote in their response journals. The primary focus of this article is on the children\u27s written responses. Examples of books that engender discussion about social justice is included. (Contains 1 table and 7 endnotes.

Multiage Classrooms: A New Way to Learn Math

Recent research supports Vygotsky\u27s zone of proximal development theory; children receiving peer assistance can stretch their learning beyond their individual accomplishment. A study of a multiage classroom revealed three strategies used by children working together to solve math problems--modeling, tutoring, and pairing/sharing activities. The multiage setting invites collaboration and sharing, while helping students meet mathematics learning standards. (MLH