Math & Science for Young Children
MATH AND SCIENCE FOR YOUNG CHILDREN, Seventh Edition, is a unique reference that focuses on the integration of math and science in early childhood education programs, while addressing other important areas of child development during the crucial birth-through-eight age range. It also carefully addresses the ever-changing and significant national standards of the following organizations: The National Association for the Education of Young Children (NAEYC), National Council of Teachers of Math (NCTM), National Science Teachers Association (NSTA), American Association for the Advancement of Science (AAAS), and the National Research Council (NRC). A valuable resource for working professionals and involved parents, MATH AND SCIENCE FOR YOUNG CHILDREN, Seventh Edition, is the most current volume of information of its kind available on the market today.
- Paperback | 656 pages
- 203.2 x 251.46 x 27.94mm | 1,133.98g
- 31 Jan 2012
- Cengage Learning, Inc
- Wadsworth Publishing Co Inc
- Belmont, CA, United States
- 7th Revised edition
"[This book is] very user friendly and diverse in content." "This is a very solid text that appropriately weaves theory with practical and useful activities and assessments."
Table of contents
Part I: CONCEPT DEVELOPMENT IN MATHEMATICS AND SCIENCE. 1. How Concepts Develop. 2. How Concepts Are Acquired. 3. Promoting Young Children's Concept Development through Problem Solving. 4. Assessing the Child's Developmental Level. 5. The Basics of Science. 6. How Young Scientists Use Concepts. 7. Planning for Science. Part II: FUNDAMENTAL CONCEPTS AND SKILLS. 8. One-to-One Correspondence. 9. Number Sense and Counting. 10. Logic and Classifying. 11. Comparing. 12. Early Geometry: Shape. 13. Early Geometry: Spatial Sense. 14. Parts and Wholes. 15. Language and Concept Formation. 16. Fundamental Concepts in Science. Part III: APPLYING FUNDAMENTAL CONCEPTS, ATTITUDES, AND SKILLS. 17. Ordering, Seriation, and Patterning. 18. Measurement: Volume, Weight, Length, and Temperature. 19. Measurement: Time. 20. Interpreting Data Using Graphs. 21. Applications of Fundamental Concepts in Preprimary Science. 22. Integrating the Curriculum through Dramatic Play and Thematic Units and Projects. Part IV: SYMBOLS AND HIGHER-LEVEL ACTIVITIES. 23. Symbols. 24. Groups and Symbols. 25. Higher-Level Activities and Concepts. 26. Higher-Level Activities Used in Science Units and Activities. Part V: MATHEMATICS CONCEPTS AND OPERATIONS FOR THE PRIMARY GRADES. 27. Operations with Whole Numbers. 28. Patterns. 29. Fractions. 30. Numbers above 10 and Place Value. 31. Geometry, Data Collection, and Algebraic Thinking. 32. Measurement with Standard Units. Part VI: USING SKILLS, CONCEPTS, AND ATTITUDES FOR SCIENTIFIC INVESTIGATIONS IN THE PRIMARY GRADES. 33. Overview of Primary Science. 34. Life Science. 35. Physical Science. 36. Earth and Space Science. 37. Environmental Awareness. 38. Health and Nutrition. Part VII: THE MATH AND SCIENCE ENVIRONMENT. 39. Materials and Resources for Math and Science. 40. Math and Science in Action. 41. Math and Science in the Home. Appendix A: Developmental Assessment Tasks. Appendix B: Children's Books and Software with Math and Science Concepts. Appendix C: The National Research Council's National Science Education Standards (1996). Glossary. Index.
About Rosalind Charlesworth
Dr. Karen K. Lind is the director of the Center for Mathematics, Science, and Technology at Illinois State University, where she holds a joint appointment as professor of curriculum and instruction, and professor of biological sciences. Dr. Lind is a professor emerita in the Department of Teaching and Learning at the University of Louisville in Kentucky, where she is the recipient of the Distinguished Teaching Professor award. Dr. Lind was elected as National Science Teachers Association (NSTA) Teacher Education Director and served as chair of the NSTA Science Teacher Education Committee. Dr. Lind's career in education has included teaching young children of differing socio-economic backgrounds in a variety of settings. Rosalind Charlesworth, Ph.D., is professor emerita and retired department chair in the Department of Child and Family Studies at Weber State University in Ogden, Utah. During her tenure at Weber State University, she worked with the faculty of the Department of Teacher Education to develop continuity from preprimary to primary school in the program for students in the early childhood education licensure program. She also contributed as a guest presenter in the Elementary Mathematics Methods class. Dr. Charlesworth is known for her contributions to research on early childhood teachers' beliefs and practices. She taught courses in early education and child development at other universities before joining the faculty at Weber State University. In 1999, she was the co-recipient of the NAECTE/Allyn & Bacon Outstanding Early Childhood Teacher Educator award. In 2014 she received the Legacy Award from the WSU Child and Family Studies Department in recognition of her contributions to early childhood education. Dr. Charlesworth has provided service to the field through active involvement in professional organizations and is currently on the editorial board of the Early Childhood Education Journal.