Complete each sentence so it best describes your early childhood teaching philosophy



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Chapter 1

Complete each sentence so it best describes your early childhood teaching philosophy.


1. The early education profession is important because

____________________________________________________________________________________________________________________________________________________________

2. Quality early education means

____________________________________________________________________________________________________________________________________________________________

3. To ensure a successful early educational experience, children should have

____________________________________________________________________________________________________________________________________________________________

4. Children learn best by

____________________________________________________________________________________________________________________________________________________________

5. The physical environment of the early education classroom should

____________________________________________________________________________________________________________________________________________________________

6. The most important quality that a teacher can have is

____________________________________________________________________________________________________________________________________________________________

7. The most important thing a teacher needs to know about a child is

____________________________________________________________________________________________________________________________________________________________

8. Play is important for young children because

____________________________________________________________________________________________________________________________________________________________

9. Curriculum and classroom planning are important because

____________________________________________________________________________________________________________________________________________________________

10. Schedules and routines in an early childhood setting are important because

____________________________________________________________________________________________________________________________________________________________

11. Active participation of families in an early childhood program is important because

____________________________________________________________________________________________________________________________________________________________

12. I want to be a teacher (or I am a teacher) because

____________________________________________________________________________________________________________________________________________________________


Chapter 2
ANECDOTAL RECORD

Name of observer: ______________________________________________________________________________ 



Date: Beginning time: __________________________ Ending time: ________________________

Behavior Observed

Subjective interpretation


Chapter 3
Two-year-olds are still learning through their senses and require a variety of materials to enhance their developmental needs. This form can be utilized to evaluate the types of developmental opportunities that are available from the toy selection in a particular classroom.
Evaluating Toys and Materials in a Classroom for Two-Year-Olds

Developmental Task

Name of Toy, Number Available, and Comments

Promotes large-muscle coordination




Promotes small-muscle coordination




Fosters auditory discrimination




Encourages response to sounds




Emphasizes tactile or multisensory stimulation




Promotes eye/hand coordination




Encourages two-handed coordination




Emphasizes tactile stimulation




Emphasizes color discrimination




Builds vocabulary




Encourages autonomy




Builds self-confidence





Chapter 4

Chapter 5

NURSERY RHYME BOOK
You will need to start a collection of 10 nursery rhymes to do with the children. They need to be in a format that allows for easy access and which can be utilized by children. One suggestion I have is to go on the Internet and search for nursery rhymes. To find pictures of the nursery rhymes you can do an image search and type in the name of the nursery rhyme you want. You will then have to copy and paste to a document and then print it off. A requirement is that the pictures are in color-not black and white!!!!


For example, this is the picture downloaded off the internet for the nursery rhyme “Jack and Jill.” http://www.vtaide.com/png/ReadWeb/jack-n-jill.htm ©
jack-n-jill

Mount the picture on a study piece of poster board [can use manila folders cut in half], laminate the picture [you can put words on one side, picture on the other], and then punch a hole through a spot and lace a piece of ribbon, yarn, or metal ring through it for a handy song file. Make sure the print size you use is large enough to be read when you are holding the picture at a distance of 18 inches.


Make sure you credit the website address you retrieved the picture from and place a © symbol at the end of the address. This is a requirement because of copyright infringement laws. This information must be placed under each one of the pictures you use.
You may come up with your own creative way to display your nursery rhymes. Try it out on the children at your practicum site. Make sure your idea is practical and durable. DO NOT USE COLORING BOOK PAGES!!!
If you do not know many nursery rhymes, look in books at the library or do a web search by typing in the words “Nursery Rhymes.” Also, there is a difference between children’s songs, children’s fingerplays, and children’s nursery rhymes. You need to focus just on NURSERY RHYMES.
REQUIRED MINIMUM- 10 OF EACH

Chapter 6

Chapter 7
Possible Book Suggestions for Story Mapping


  • Carle, Eric. The Very Hungry Caterpillar. (1979) (Collins) Philomel

  • Caseley, J. J. (2002). On the Town: A Community Adventure. New York: Greenwillow.

  • Dooley, N. (1991). Everybody Cooks Rice. Illustrated by P.J. Thornton. Minneapolis, MN:Carolrhoda Books

  • Galdone, P. (2001). The Gingerbread Boy. New York: Clarion.

  • Galdone, P. (2001). Little Red Hen. New York: Clarion.

  • Gilliland, U. H. (1990). The Day of Ahmed’s Secret. New York: Lothrop, Lee & Shepard.

  • Gresko, M. S. (2000). A Ticket to Israel. Minneapolis, MN: Carolrhoda Books.

  • Hutchins, Pat. The Doorbell Rang. (1986) Greenwillow

  • Heiman, S. (2004). Mexico ABC’s: A Book About the People andPplaces of Mexico. New York: Picture Window Books.

  • Johnson, C. (1955/1983). Harold and the Purple Crayon. New York: HarperTrophy.

  • Marshall, James. (1998). Goldilocks and the Three Bears. New York: Puffin.

  • Marshall, James. (2000). Little Red Riding Hood. U.S.A.: Grosset & Dunlap.

  • Numeroff, Laura. If You Give a Mouse a Cookie. ( 1985) Harper & Row

  • Robart, Rose. The Cake that Mack Ate. (1986.) Little, Brown, Sis, P. (2000). Madlenka. New York: Groundwood Books. (Available in English and Spanish).

Props for Spontaneous Dramatic Play


Write a dramatic play theme that comes to mind for each of these props.


  • Flowers

  • Stamps

  • Mirror

  • Timer

  • Pail

  • Envelopes

  • Play money

  • Eggbeater

  • Cookie cutter

  • Quilt or wall hanging

  • Rubber stamp and ink pad

  • Empty refrigerator box

  • Furry brown blanket

  • White twinkle lights

  • Feather

  • Long, flowing scarf

  • Large empty cardboard carpet roll

  • Sea shell

  • Wooden picnic basket

Add 10 more ideas!

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Just look around you, in every corner and closet. Props are waiting to be found.



Chapter 8
Sensory Awareness
Chapter 8 underscores the point that young children are much more in touch with their senses then adults are. In some ways in order to live in our current society, adults must turn off their senses to a great degree in order to accomplish the daily tasks of living and meet the responsibilities of work and studies. If we continued to be ruled solely by our senses we might always be late and not capable of completing anything because we would have stopped to smell the roses-constantly!

However, if you are to appreciate the child’s view of the world, it is necessary that you become more aware of your own senses. If you truly concentrate on taking in information through your senses do you perceive information differently? In a way this activity requires you to turn off your analytical mind and turn on your aesthetic perception.



For this activity, you will do the following:


  1. Read some information regarding sensory awareness in children. Some of the following links might be helpful:

  • Infants and Toddlers: How Children Develop Sensory Awareness

    • http://www2.scholastic.com/browse/article.jsp?id=3745968

  • Promoting Sensory Development

    • http://hubpages.com/hub/Promoting-Childrens-Sensory-and-Motor--Development

  • Using Sensory Activities to Teach Wonder, Investigation, and Discovery

    • http://www.extension.org/pages/Using_Sensory_Activities_to_Teach_Wonder,_Investigation,_and_Discovery

  1. Explore Your Environment

    1. Directions: Spend 15 minutes outside or inside your home or school. Use your senses to answer these questions:

  1. List everything you see.

  2. Breathe in and describe what you smell.

  3. Close your eyes and list the sounds that you hear. Where did they come from?

  4. Touch something (not another person) close by and describe how it feels. How did it feel to slow down and just utilize your senses?

  1. Spend at least 30 minutes in an infant or toddler room experiencing what the child experiences in the classroom. This will entail you to be on the floor, so dress for comfort. Try to follow the child’s lead. Note how the child uses his or her senses to make meaning of the world.

  2. Share your feelings about your experience with your classmates.


Chapter 9
Natural Scientists
Visit a preschool, kindergarten, and primary class during free time. Observe the children and identify any of the inquiry skills below that you witnessed. Decide if what you observed is child-directed, teacher-guided (supported), or teacher-directed. Briefly describe what you observed under each skill and note the overall amount of time children spent utilizing process skills. Can you conclude whether children are natural scientists or if they have opportunities to be natural scientists?


Process Skill

Description

Setting (child-directed, etc.)

Observing







Comparing







Classifying







Measuring







Communicating







Inferring







Predicting







Recording data






Overall Conclusion:



Chapter 10
Math Knowledge and Competencies Rating Scale
Rate (on a scale of 1 to 10) your knowledge and competency for each of the identified mathematical content components and process skills listed below.
For the knowledge scale: What is your confidence level regarding your ability to be able to explain to someone else what each of these terms mean? As you observe children, would you be able to identify if their play demonstrated involvement in any of these content components?
For the competency scale: What is your skill level for each of these mathematical content components? Do you feel that you would know what kinds of materials you could use with children to enhance their skill level in each of these categories? How confident to you feel about your ability to take advantage of teachable moments or to design lessons that would enhance children’s knowledge and skills for these mathematical content components and process skills?
Rating Scale: Poor (1) to Excellent (10)
Knowledge Competency

Number sense and counting







One-to-one correspondence







Classifying and sorting







Patterns, functions, algebra







Geometry (shapes) and spatial sense







Seriation







Measurement







Data analysis and probability







Problem Solving







Connecting







Reasoning







Communicating







Representing








Memories

Describe memories of your early math experiences and how they might have affected your current knowledge level and competencies in the different categories.


Plan of Action

A.

If you are an individual who has math phobias, had unfortunate experiences with math, or found your ratings to be on the low side, discuss how you plan to resolve those issues.




B.

What do you think are the positive and negative aspects of learning about mathematical content and process skills?




C.

Can you envision preparing yourself as a teacher who has developed math competencies and knowledge? Identify potential barriers that you might have to overcome.




D.

Outline an initial plan to institute a developmentally appropriate math curriculum that would encompass teaching mathematical content components and the utilization of process skills. To start, identify at least 2 Goals for yourself and 2 Goals for your potential classroom.



Books on Mathematical Concepts
Books on Numbers, Counting, Equations, & Fractions from http://www.canteach.ca/elementary/theme2.html
Other Books on Counting:


  • 1 2 3 Pop! by Rachel Isadora

  • Arlene Alda's 1,2, 3 by Arlene Alda 

  • City By Numbers by Stephen Johnson

  • Cookie Count, A tasty pop-up book by Robert Sabuda

  • Count by Denise Fleming

  • Counting Wildflowers by Bruce McMillan

  • Each Orange Had 8 Slices - A Counting Book by Paul Giganti, Jr. illustrated by Donald Crews

  • Farm Counting Book by Jane Miller

  • Have You Seen My Duckling? By Nancy Tafuri

  • How Many Feet In The Bed? by Diane Hamm

  • I Can Count 100 Bunnies, and so can you! by Cyndy Szekeres

  • Jelly Beans For Sale by Bruce McMillan

  • Look Whooo's Counting Suse MacDonald

  • Mouse Count by Ellen Walsh

  • My Red Umbrella by Robert Bright

  • One Two, One Pair! Bruce McMillan

  • One Two Three: An Animal Counting Book by Marc Brown

  • Over In The Meadow by Olive A. Wadsworth and illustrated by Mary Maki Rae

  • Roar! A Noisy Counting Book by Pamela D. Edwards and illustrated by Henry Cole

  • Roll Over! A Counting Song Illustrated by Merle Peek

  • Splash by Ann Jonas

  • Ten in A Bed Mary Recs

  • Ten Black Dots by Donald Crews

  • Ten, Nine, Eight by Molly Bang

  • The Bad Babies Counting Book by Tony Bradman and illustrated by Debbie van der Beek

  • The Doorbell Rang by Pat Hutchins

  • The Icky Bug Counting Book by Jerry Pallotta and illustrated by Ralph Masiello

  • What Comes In 2's, 3's, and 4's? by Suzanne Aker

  • When We Went to the Park by Shirley Hughes





Picture books that introduce different math concepts:



  • Bigger and Smaller by Robert Froman

  • Jim and the Beanstalk by Raymond Briggs

  • Kathy's First Haircut by Gibbs Davis

  • The Line Up Book by Marisabina Russo

  • When Is Tomorrow? by Nancy Dingman Wilson

  • The Wing on a Flea by Ed Emberly




Books on Measurement (Comparison):



  • Adams, Pam, Ten Beads Tall

  • Alborough, Jez, Tall

  • Aker, Suzanne, What Comes in 2’s, 3’s and 4’s?

  • Allen, Pamela, Who Sank the Boat?

  • Barner, Bob, Parade Day

  • Bernhard, Durga, Earth, Sky, Wet, Dry

  • Clark, Emma Chichester, Mimi’s Book of Opposites

  • Eastman, P.D., Big Dog…Little Dog

  • Gordon, Sharon, Just the Opposite: Fast/Slow

  • Gordon, Sharon, Just the Opposite: Up/Down

  • Harper, Dan, Telling Time with Big Mama Cat

  • Hoban, Tana, Big Ones, Little Ones

  • Hoban, Tana, Exactly the Opposite

  • Hoban, Tana, Is It Larger? Is It Smaller?

  • Hoban, Tana, More, Fewer, Less

  • Jenkins, Steve, Actual Size

  • Jenkins, Steve, Biggest, Strongest, Fastest

  • Jocelyn, Marthe, and Slaughter, Tom, One Some Many

  • Lillie, Patricia, When This Box is Full

  • McBratney, Sam, Guess How Much I Love You

  • Miller, Margaret, Big and Little

  • Minters, Frances, Too Big, Too Small, Just Right

  • Murphy, Stuart J., The Best Bug Parade

  • Murphy, Stuart J., The Greatest Gymnast of All

  • Murphy, Stuart J., A House For Birdie

  • Murphy, Stuart J., Just Enough Carrots

  • Murphy, Stuart J., Mighty Maddie

  • Nathan, Cheryl and McCourt, Lisa, The Long and Short of It

  • Rathmann, Peggy, 10 Minutes till Bedtime

  • Rosa-Mendoza, Gladys, Opposites/Opuestos

  • Russo, Marisabina, The Line Up Book

  • Schreiber, Anne, Slower Than a Snail

  • Serfozo, Mary, What’s What: A Guessing Game

  • Stickland, Paul and Henrietta, Dinosaur Roar!

  • Tompert, Ann, Just a Little Bit





Books on Algebra (Patterns):



  • Adams, Pam, There Was an Old Lady Who Swallowed a Fly

  • Arenson, Roberta, One, Two, Skip a Few: First Number Rhymes

  • Arnold, Tedd, Five Ugly Monsters

  • Andrews-Goebel, Nancy, The Pot that Juan Built

  • Baer, Gene, Thump, Thump, Rat-a-Tat-Tat

  • Baker, Jeannie, Window

  • Bartlett, Alison, and Wilson, Anna, Over in the Grasslands

  • Beaton, Clare, Daisy Gets Dressed

  • Benton, Linda, I See Patterns (Creative Teaching Press)

  • Berkes, Marianne, Over in the Ocean: In a Coral Reef

  • Brown, Marc, Hand Rhymes

  • Boynton, Sandra, Doggies

  • Boynton, Sandra, Hippos Go Berserk!

  • Burris, Priscilla, Five Green and Speckled Frogs

  • Cabrera, Jane, Over in the Meadow

  • Cabrera, Jane, Ten in the Bed

  • Christelow, Eileen, Five Little Monkeys Jumping on the Bed

  • Christelow, Eileen, Five Little Monkeys Sitting on a Tree

  • Cole, Henry, Jack’s Garden

  • Dunn, Opal, Number Rhymes to Say and Play!

  • Durango, Julia, Cha Cha Cha Chimps

  • Ellwand, David, Ten in the Bed

  • Emmett, Jonathan, Through the Heart of the Jungle

  • Evans, Michael, Over in the Meadow

  • Freeman, Tina, Ten Little Monkeys Jumping on the Bed

  • Geddes, Anne, Ten in the Bed

  • Gunson, Christopher, Over on the Farm

  • Harris, Trudy, Pattern Bugs

  • Harris, Trudy, Pattern Fish

  • Henkes, Kevin, Shhhh

  • Ives, Penny, Five Little Ducks

  • Kalan, Robert, Jump, Frog, Jump!

  • Kimmelman, Leslie, How Do I Love You?

  • Kelly, Martin and Learis, Phil, Five Green and Speckled Frogs

  • Kubler, Annie, There Were Ten in the Bed

  • Langstaff, John, Over in the Meadow

  • Lass, Bonnie, and Sturges, Philemon, Who Took the Cookies from the Cookie Jar?

  • Lorenz. Juergen. Let’s Look at Patterns (Anness Publishing Limited, 2001)

  • Martin, Bill, Brown Bear, Brown Bear, What Do You See?

  • Martin, Bill, Chicka Chicka Boom Boom

  • Miller, Margaret, Now I’m Big

  • Miranda, Anne, Let’s Get the Rhythm

  • Morozumi, Atsuko, One Gorilla

  • Murphy, Stuart J., Beep Beep, Vroom Vroom

  • Murphy, Stuart J., A Pair of Socks

  • Peek, Merle, Roll Over! A Counting Song

  • Roberts, Sheena, We All Go Traveling By

  • Scherer, Jeffrey, The Ants Go Marching

  • Sharratt, Nick, My Mom and Dad Make Me Laugh

  • Singer, Marilyn, Quiet Night

  • Stockham, Jess, Ten Little Speckled Frogs

  • Sweet, Melissa, Fiddle-I-Fee

  • Swinburn, Stephen R., Lots and Lots of Zebra Stripes

  • Taback, Simms, There Was an Old Lady Who Swallowed a Fly

  • Taback, Simms, This is the House that Jack Built

  • Tuxworth, Nicola, Let’s Look at Patterns

  • Ward, Jennifer, Over in the Garden

  • Webb, Steve, Tanka Tanka Skunk

  • Westcott, Nadine Bernard, I Know and Old Lady Who Swallowed a Fly

  • Williams, Rozanne Lanczak, Mr. Noisy’s Book of Patterns (Creative Teaching Press)

  • Yaccarino, Dan, Five Little Pumpkins

  • Zelinsky, Paul O., The Wheels on the Bus





Picture Books for Patterns

See Carol Hurst's Children's Literature Site at http://www.carolhurst.com. Click on “Curriculum;” Scroll down to Math and click on “Picture Books for Patterns.”


Shapes/Geometry


  • A Wing On A Flea: A Book About Shapes by Ed Emberley

  • Baby Bop Discovers Shapes by Stephen White

  • Boxes! Boxes! by Leonard Everett Fisher

  • Circles, Triangles, and Squares by Tana Hoban

  • Magic Monsters Look For Shapes by Jane Belk Moncure

  • Pancakes, Crackers, and Pizza: A Book of Shapes by Marjorie Eberts and Margaret Gisler

  • Shapes by John Reiss

  • Shapes and Colors by Denise Lewis Patrick

  • Shapes, Shapes, Shapes by Tana Hoban

  • Shopping Spree Identifying Shapes by Monica Weiss

  • Spence Makes Circles by Christa Chevalier

  • Wilbur Worm by Richard and Nicky Hale and Andre Amstutz





Geometry

Position and Space



  • Baicker, Karen, I Can Do It Too!

  • Carle, Eric, From Head to Toe

  • Cauley, Lorinda Bryan, Clap Your Hands

  • Cohen, Caron Lee, Where’s the Fly?

  • Crews, Nina, A High, Low, Near, Far, Loud, Quiet Story

  • Dodds, Dayle Ann, Wheel Away!

  • Ellwand, David, Clap Your Hands

  • Hartman, Gail, As the Crow Flies: A First Book of Maps

  • Hill, Eric, Where’s Spot?

  • Hoban, Tana, All About Where

  • Hoban, Tana, Over, Under and Through

  • Hutchins, Pat, Rosie’s Walk

  • Martin, Bill and Archambault, John, Here Are My Hands

  • Marzollo, Jean, Pretend You’re a Cat

  • Newcome, Zita, Head, Shoulders, Knees, and Toes and Other Action Rhymes

  • Portis, Antoinette, Not a Box

  • Reasoner, Charles, Who’s Hatching?: A Sliding Surprise Book

  • Rosen, Michael, and Oxenbury, Helen, We’re Going on a Bear Hunt

  • Walton, Rick, How Can You Dance?





Shapes



  • Aber, Linda. Grandma's Button Box

  • Arnosky, Jim. Mouse Shapes

  • Baker, Alan. Brown Rabbit's Shape Book

  • Blackstone, Stella, Bear in a Square

  • Bryant, Megan. Shape Spotters

  • Burns, Marilyn. The Greedy Triangle

  • Carle, Eric, My Very First Book of Shapes

  • Carle, Eric, The Secret Birthday Message

  • Carle, Eric. The Secret Birthday Message

  • Charles, N.N., What am I? Looking Through Shapes at Apples and Grapes

  • Crosbie, Michael J., Architecture Shapes

  • Dodds, Dayle Ann, The Shape of Things

  • Dodds, Dayle Ann. The Shape of Things

  • Dotlich, Rebecca. What is Round?

  • Dotlich, Rebecca. What is Square?

  • Dotlich, Rebecca. What is a Triangle?

  • Dotlich, Rebecca Kai, What is Round?

  • Dotlich, Rebecca Kai, What is Square?

  • Ehlert, Lois, Color Farm

  • Ehlert, Lois, Color Zoo

  • Emberley, Ed, Picture Pie

  • Emberley, Ed, Picture Pie 2

  • Emberley, Ed, The Wing on a Flea: A Book About Shapes

  • Falwell, Cathryn. Shape Space

  • Freeman, Don. Corduroy

  • Greene, Gowler, When a Line Bends…A Shape Begins

  • Hoban, Tana . Round and Round and Round

  • Hoban, Tana Shapes, Shapes, Shapes

  • Hoban, Tana, Circles, Triangles and Squares

  • Hoban, Tana, Cubes, Cones, Cylinders, and Spheres

  • Hoban, Tana, Round and Round and Round

  • Hoban, Tana, Shapes, Shapes, Shapes

  • Hoban, Tana, So Many Circles, So Many Squares

  • Hoban, Tana, Spirals, Curves, Fanshapes and Lines

  • Hoban, Tana. So Many Circles, So Many Squares

  • Hoban, Tana. Shapes and Things

  • Hutchins, Pat, Changes Changes

  • Kaczman, James. When a Line Bends...A Shape Begins

  • MacDonald, Suse, Sea Shapes

  • MacDonald, Suse. Sea Shapes

  • Metropolitan Museum of Art, Museum

  • Micklethwait, Lucy, I Spy Shapes in Art

  • Murphy, Stuart. Circus Shapes

  • Pallotta, Jerry. Twizzlers: Shapes and Patterns

  • Pienkowski, Jan. Shapes

  • Portis, Antoinette, Not a Box

  • Rau, Dana Meachen, A Star in My Orange: Looking for Nature’s Shapes

  • Reasoner, Charles, Shapes for Lunch

  • Reid, Margaret. The Button Box

  • Rogers, Paul. The Shapes Game

  • Rosa-Mendoza, Gladys, Colors and

  • Schlein, Miriam. Round and Square

  • Seuss, Dr. The Shape of Me and Other Stuff

  • Shaw, Charles G., It Looked Like Spilt Milk

  • Theobalds, Prue. Shapes for Ten Tired Teddies

  • Thong, Roseanne, Round is a Mooncake

  • Van Fleet, Matthew, Spotted Yellow Frogs

  • Wallace, Nancy Elizabeth, Look! Look! Look!

  • Williams, Rozanne Lanczak. I Have Shapes

  • Wilson, Zachary, A Circle in the Sky





Data Analysis and Probability


  • Accorsi, William, Billy’s Button

  • Ahlberg, Janet and Allan, The Baby’s Catalogue

  • Alborough, Jez, Clothesline

  • Anholt, Catherine and Laurence, All About You

  • Cheltenham Elementary School Kindergartners, We Are All Alike…We are All Different

  • Grayes, Kimberlee, Collecting Things is Fun (Creative Teaching Press)

  • Hill, Sandi, Just Graphi It! (Creative Teaching Press)

  • Hill, Sandi, Look and See (Creative Teaching Press)

  • Hoban, Tana, Dots, Spots, Speckles and Stripes

  • Hoban, Tana, Is It Red? Is It Yellow? Is It Blue?

  • Hoban, Tana, Is it Rough? Is It Smooth? Is It Shiny?

  • Hutchins, Pat, Which Witch is Which?

  • Jocelyn, Marthe, Hannah’s Collections

  • Machotka, Hana, What Neat Feet

  • Miller, Margaret, Whose Shoe?

  • My First Look at Sorting (Random House, 1991)

  • Nagda, Ann Whitehead, Tiger Math: Learning to Graph from a Baby Tiger

  • Nechaev, Michelle Wagner, Our Favorites (Creative Teaching Press)

  • Perry, Sarah, If…

  • Van Fleet, Matthew, Tails

  • Widdowson, Kay, Please, Mr. Crocodile

  • Williams, Rozanne Lanczak, Buttons, Buttons

  • Winthrop, Elizabeth, Shoes





Picture books for Data Gathering



  • See Carol Hurst's Children's Literature Site at http://www.carolhurst.com. Click on “Curriculum;” Scroll down to Math and click on Data Gathering and Picture Books.

  • The Young Child and Mathematics, 2d ed. by Juanita V. Copley and published by NAEYC (2010) has a disc that contains lists of children’s books, both fiction and non-fiction, that could be used to explore mathematics with young children.



Chapter 11

Chapter 12

Chapter 13

Chapter 14


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