Integrating Math and Science in Early Childhood Classrooms Through Big Ideas: A Constructivist Approach

Integrating Math and Science in Early Childhood Classrooms Through Big Ideas: A Constructivist Approach

By: Christine M. Chaille (author), Sara McCormick Davis (author)Paperback

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Integrating Math and Science in Early Childhood Classrooms Through Big Ideas offers teachers a way to think about the future classroom and to meet the needs of children who come to into it with diverse experience, knowledge, and abilities. "Change how we think about math and science for young children," the authors say in their Preface. "Instead of separating the disciplines, planning lessons and topics and projects aimed at math OR science content, let's look at the world the way the child does. Children think in terms of big ideas." In this unique book, the authors focus on big ideas-like patterns, transformation, movement, balance, and relationships-as a way to think about content, and they integrate science and mathematics through these big ideas, rather than linking them topically. The book looks at why it is important to think about thinking, introduces assessment early to help the teacher plan for assessment before teaching even begins, and sets up an environment that will support the construction of the big ideas that integrate math and science. Real-life scenarios provide invaluable insights into the teacher's thinking and planning, and each chapter includes two modules to be used for in-depth exploration of different aspects of the big ideas. It's a unique exploration of thinking and learning.

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About Author

Christine Chaille is Professor and chair of the department of Curriculum and Instruction at Portland State University, focusing on early childhood education, where she has taught since 1991. Her doctorate is from U.C.L.A., and she also studied with Jean Piaget at the University of Geneva. She is the author of Constructivism Across the Early Childhood Curriculum: Big Ideas as Inspiration, and co-author, with Lory Britain, of The Young Child as Scientist: A Constructivist Approach to Early Childhood Science Education, has written many publications primarily on the importance of children's play. She has also developed a child development curriculum for Hands to Hearts International that is used with caregivers in orphanages in Southern India, as well as in other countries and with other vulnerable populations. She was a panel member responsible for developing the NSTA Position statement on Early Childhood Science Education (2014). She has served as President of the Oregon Association for the education of Young Children, President of the National association of Early Childhood Teacher educators, and Chair of the early education/Child Development Special Interest Group of the American Educational Research Association, and is the recipient of the Outstanding Early Childhood Teacher Educator award for 2013 from the National Association of early Childhood Teacher Education. Sara McCormick Davis has degrees in Family Relations/Child Development and Early Childhood Education. Her doctorate is in Curriculum and Instruction from Oklahoma State University. She taught preschool through fifth grade for many years before working with teachers, both pre service and in service. As a preschool/elementary classroom teacher, one of her goals was to always have a project going in her classroom that helped children construct new ideas. Her interests and work have revolved around how teachers can integrate curriculum so that children are engaged and learning. She has published about the integration of the arts in teacher education and researched practices of classroom teachers as they work to create environments where everyone can flourish.


Brief Table Of Contents Chapter 1: Constructivist Curriculum Framework for the Integration of Math and Science in Early Childhood Classrooms Chapter 2: Assessment Chapter 3: Creating an Environment for Math and Science Integration Chapter 4: Patterns Chapter 5: Transformation Chapter 6: Movement Chapter 7: Balance and Symmetry Chapter 8: Relationships Chapter 9: Developing Your Own Curriculum: Big Ideas and Planning References Glossary Detailed Table Of Contents PART I: Introduction Chapter 1: Constructivist Curriculum Framework for the Integration of Math and Science in Early Childhood Classrooms Children as Theory-Builders What Is Constructivism? Big Ideas as Tools for Integration What Is a Big Idea? Characteristics of Big Ideas Views of Teaching and Learning The Child at the Center Celebration of the Diversity of Children What About Content? Child-Centered Versus Teacher-Directed Curriculum: A False Dichotomy Background on the Model of Curriculum Integration Used in This Book Historical Context Models of Curriculum Integration The Project Approach Big Ideas, Projects, Concepts, Topics, and Facts: What Are the Differences? The Work of Reggio Emilia Review Questions Summary Websites Chapter 2: Assessment Why Begin with Assessment? Understanding Children's Development Principles of Development Responding to Children's Needs Culture and Context 24 Principles of Assessment Assessment Should Be Valid Assessment Should Guide Teaching Decisions Assessment Should Be Part of a System That Is Designed to Support the Whole Child Vocabulary Development and Assessment Teacher Language Documentation of Children's Learning as Assessment Documentation Strategies for Integrated Math and Science Capturing the Documentation More Formalized Assessment Tools Science and Math Journals Interviewing for Assessment Questions That Help with Assessment Interviewing Activities Standards and Assessment Standardized Testing EdTPA Review Questions Summary Websites Chapter 3: Creating an Environment for Math and Science Integration How Our Beliefs About Children, Teaching, and Learning Shape Our Environments Academic Environment Physical Environment Classroom Organization Differentiation Built into the Environment Animals in the Classroom Communicating with Families and Others Through the Environment Review Questions Summary Websites PART II: Integration Through Big Ideas Chapter 4: Patterns Patterns What Is Important About Patterns? Why Do We Talk About Patterns with Young Children? Elements of the Big Idea of Patterns Repeating Patterns Spatial Structure Patterns Growing Patterns Subitizing Seriation and Sequencing Patterns Surround Us Patterns Help Us Predict Patterns Help Us Make Connections Patterns Help Us Organize Information Review Questions Summary Chapter 5: Transformation What Is Transformation? Relationship Building as a Part of Transformation Equivalence as Part of Transformation Exploration of Transformation Observation Estimation Experimentation Growth Review Questions Summary Chapter 6: Movement Introduction to the Big Idea of Movement Elements of the Big Idea of Movement Direction of Movement Representation of Movement Types of Movement Movement of the Surface Sources of Movement Mysterious Movement Spinning The Movement of Time Review Questions Summary Chapter 7: Balance and Symmetry Elements of the Big Idea of Balance Comparisons Patterns The Establishment of Equality Exploration of Balance The Study of Symmetry Comparisons and Tools of Measurement The Use of Representations Games That Incorporate Balance: Physical Knowledge Review Questions Summary Chapter 8: Relationships Introduction to the Big Idea of Relationships Elements of the Big Idea of Relationships Cause and Effect Part/Whole Relationships Classification Perspective-Taking and Interdependence Review Questions Summary Chapter 9: Developing Your Own Curriculum: Big Ideas and Planning Determining the Big Idea Coming up with New Big Ideas Re-thinking an Activity, Project, or Unit Starting with Children's Interests Starting with an Event Starting with Where You Are Start with an Interest of Yours Starting with the Standards The Planning Process: Strategies for Thinking About Planning The Planning Process: What Does It Look Like? Planning for Integration and Inquiry The Project Approach Planning with the End in Sight The Five E Learning Cycle Using Other Areas of the Curriculum to Strengthen Math and Science Connecting Language Arts, Math, and Science Connecting Children's Literature, Math, and Science Cognitively Guided Instruction Starting with a Standard Connecting the Arts, Math and Science Connecting Social Studies, Math and Science Review Questions Summary Websites References Glossary Name Index Subject Index

Product Details

  • publication date: 06/01/2015
  • ISBN13: 9780137145799
  • Format: Paperback
  • Number Of Pages: 256
  • ID: 9780137145799
  • weight: 365
  • ISBN10: 0137145799

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